Periods 2-3 Reading 教学设计一 整体设计 教材分析 This reading passage is a play named “Home alone”, which is about a big fight an American family had. Because of lack of communication, Mum and Dad scolded Daniel and Eric when they saw the house in a mess after returning from their vacation. And Daniel didn’t want to explain what had happened to his parents. Thus, misunderstanding and conflicts occur in the family. As we know, boys and girls from the ages of 9 to 14 have many growing pains. That is to say, the rapid growth of the teenagers may not only result in pains in their arms and legs, but also may lead to the change of their psychology, which will often make them puzzled and misunderstood in their daily life. This play just showed us part of those conflicts between the parents and the teenagers, which often occur in the family nowadays. The students are quite familiar with these problems they often meet in their family life. It is certain that they have a lot to talk with each other. They can share their feelings and discuss and find some solutions to different kinds of problems they come across. By learning this unit, the teacher can also guide the students to form good attitude towards life and help them to find good methods to solve the problems they meet. While the students are reading this play, some reading strategies about how to read a play should be introduced. That is, most plays are in the form of a dialogue, which is quite different from reading a normal text. Therefore, a large amount of casual speech is used, sometimes with incomplete sentences. To really understand a play, the students should read the dialogue aloud. Meanwhile, different in-class activities should be well organized for all the students to take part in with the purpose of training their skills in not only reading, but also listening, speaking and playing. Some charts and tables are used for the students to find some information for the text. And the students should be encouraged to act out the play and make new plays according to their own experiences during their daily life. They should learn to enjoy team-work. More in-class activities are related to the students’ daily life and require common sense from the students. And more exercises are given in different forms to help the students to learn how to use some of the new words and phrases. 三维目标 1. Train the students’ reading ability, introducing the way to read a play—read it out aloud instead of silently to better understand a play and pay attention to the instructions or tips included in a play. 2. Enable the students to talk about problems common to teenagers. 3. Encourage the students to act out the play and make their own plays according to their own experiences in their daily life. 4. Help the students to compare the differences in relationship between parents and their teenagers in the USA and China. 5. Learn some useful words and expressions act, vacation, curtain, surprise, bend, touch, explain, mess, can, leave, charge, adult, reason, trust, behavior, unpunished, teenager, fault, scene, mad, rude, punish, cash, be supposed to, do with, trash can, in charge, not. . . anymore, be hard on, now that 6. Learn some important sentence structures 1)I can’t wait to surprise the boys! 2)The money with which you were to buy dog food is gone, but Spot looks so hungry! 3)Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry. 4)I feel like we have to punish him or he won’t respect us. 5)We didn’t think you would let the house get so dirty. 重点难点 1. Help the students to learn the play about an American family and talk about the relationship between the teenagers and their parents. 2. Help the students to learn to use some of the new words and expressions. 3. Help the students to learn to make a play about problems common to teenagers. 教学方法 1. Discussion in pairs or in groups. 2. Play acted by the students. 3. Task-based in-class activities. 4. Explanations of some language points. 教具准备 A tape recorder and a multimedia classroom. 课前准备 1. Ask the students to prepare for a free-talk for about two or three minutes. They can introduce their family to their classmates or say something about their family life, or even describe their conflicts between their parents and them. This will help all the students to take part in in-class activities and help them get involved in the topic quickly. If some students really have some difficulty in doing this, the teacher can help them to prepare for it before class. 2. Ask the students to make a survey among the students about relationship or the conflicts between teenagers and their parents. If possible, the students can make a questionnaire to do the survey. By doing this, the students can not only learn to make a questionnaire in groups, but also learn about the problems they, as well as their fellow schoolmates face during their family life. Different groups are encouraged to compare notes with each other after their separate surveys. Sample questionnaire 1 Q1. How do you get along with your parents? A. Very well. B. Well. C. Not very well. D. Poorly. Q2. Do you often communicate with your parents? A. Very often. B. Often. C. Sometimes. D. Rarely. Q3. Do you often quarrel with your parents? A. Very often. B. Often. C. Sometimes. D. Rarely. Q4. Do you and your parents often have fun together? A. Very often. B. Often. C. Sometimes. D. Rarely. Q5. Do you and your parents often have a discussion over some family issues? A. Very often. B. Often. C. Sometimes. D. Rarely. Q6. Do your parents often force you to do something that they think you should do? A. Very often. B. Often. C. Sometimes. D. Rarely. Q7. Do your parents often make a decision for you about your study? A. Very often. B. Often. C. Sometimes. D. Rarely. Q8. Do your parents often interfere with your personal life? A. Very often. B. Often. C. Sometimes. D. Rarely. Q9. Do you think your parents understand you? A. Yes. B. No. C. Uncertain. Q10. Do you think that there is a generation gap between you and your parents? A. Yes. B. No. C. Uncertain.   Sample Questionnaire 2 Causes of conflicts Please tick  1. Don’t allow me to play computer games. 2. Don’t allow me to play with my friends outside. 3. Don’t allow me to listen to MP3/MP4. 4. Don’t allow me to join the school football club. 5. Don’t allow me to make my own decisions about my study. 6. Don’t allow me to spend too much time on my interests. 7. Don’t allow me to choose the career by myself. 8. Don’t allow me to say “No” to their decisions. 9. Don’t allow me to stay up too late. 10. Don’t allow me to surf the Internet or chat on line. 11. Force me to practice playing the piano every day. 12. Force me to do extra exercises they arrange for me. 13. Force me to learn English on Sundays. 14. Force me to spend all my free time on books and exercises. 15. Force me to come back home on time. 16. Force me to stay at home during my vacation. 17. Force me to go to bed before 9: 30 p. m. 18. Force me to lose touch with my friends. 19. Force me to swear that I’ll try my best to get high marks. 20. Force me to stay away from my favorite music.    3. Ask the students to surf the Internet or go to the library to get some information about the American TV show. . . Growing Pains. If the students have no access to either the Internet or the library, ask them to read the passage “Growing Pains—An American TV show” on page 98 to get some information. Encourage the students to describe part of the TV show. 4. Ask the students to read the passage “Home alone” on page 22 to 25, as well as reading strategy on page 23. If time permits, ask them to finish exercises C1, C2, D1 and D2 on page 24. 教学过程 →Step 1 Greetings and free talk While the students are learning this unit “Growing pains”, they are encouraged to give a free talk about the misunderstanding and problems between parents and teenagers. The students are encouraged to articulate their thoughts by either speaking about their own experiences or combining what they have heard or seen with the facts presented. →Step 2 Lead in Ask the students to play the “problem and solution” game to get more students involved in the topic today. That is, the students volunteer to describe one of the serious parent-teenager problems or conflicts that happen in their families. Other students volunteer to give their suggestions to these problems. Your problems Solutions  making friends . . .  surf the Internet . . .  . . . . . .  Sample performance 1 Problem: As you know, I’m an active boy who has lots of friends. I have a good friend who was my classmate when we were in primary school. She is a lovely girl and she studies in another high school. We often compare notes with each other about our study, our interests, our school life, our opinions about some events at home and abroad. My parents suspect that I have fallen in love with the girl and say that the friendship will have a bad influence on my study. I told them that we are just good friends, but they don’t trust me. They consider what I said to be a lie and an excuse. I’m so annoyed. What’s more, they even telephoned my class teacher to make enquiries about my behavior and social activities at school. My god! They almost drive me mad. I really don’t want to stay at home now. Solution: In my opinion, it’s better to share your feelings with your parents. You can have a talk with them peacefully, telling them that you are just good friends, and you just telephone and write letters to each other to share your opinions and feelings in your study. And you encourage each other to study hard. You can tell your parents what kind of girl she is—a hardworking, loyal, modest, intelligent kind-hearted girl. Maybe what you said will remind your parents of their school life when then were teenagers. Have a try, and you’ll benefit from the talk with your parents. Sample performance 2 Problem: One of my problems is that I like computers very much. Some of my friends say that I’m crazy about it. I like surfing the Internet, chatting with my e-pals, searching information on the Internet, reading about news at home and abroad from it. Sometimes I even do my homework with the help of the Internet. Now and then, I will play on-line games. What I have done made my parents sad and angry. I explained to them that the widespread use of computers had made our life much more convenient and had helped me a lot in my study. I even told them that I could perform the computer well and that would not affect my study. But they would not listen to me. They said that I was addicted to computers. They just compared computers with drugs. Now they force me to stay at home at the weekend and forbid me to go to the Internet café. What should I do now? How can I persuade them to let me arrange my spare time by myself? Solution: In that case, firstly, you should work hard to make sure that you can achieve high marks and do well in your study. Secondly, you can show your parents that computers really bring us a lot of convenience in our life and will do good to our study. Thirdly, you can teach your parents how to use the computer. In this way, they will learn about computers and they will know what you are doing on the Internet, which will not worry them any more. From my point of view, we should communicate a lot with our parents. Only in this way can we get along with each well. The purpose of this activity is to help all the students to participate in the in-class activities. This topic is quite familiar to them in their life and it is certain that it will arouse the students’ interests. (If the multimedia is available, this design is recommended. ) Show the students parts of the famous TV show “Growing Pains”, which was very popular during the 1960’s and 1970’s. Make sure that the parts of the TV show selected can represent the common family problems. After watching it, the teacher can ask the students to describe the plot, make comments on what has happened in the play, analyze the characters in the play and discuss the problems, which are similar to what has happened in their own daily life. The teacher can start by asking some of the following questions: Have you ever seen the famous TV show “Growing Pains”? What do you think of the play? Have you ever the experience of being left alone at home by your parents? If so, is there anything special that has happened to you? Do you think that you can deal with everything at home alone and take all the responsibility? Do you enjoy the pleasure of your age? Or do you want to be an adult or do you want to go back to your childhood? Why? Do you think that you suffer a lot of pains while you are growing up? What kind of difficulties or worries have you ever met? How do you deal with them? Do you think that your parents consider you as one of the reliable family members at home? If not, what should you do? The purpose of this is to attract students’ interest and inspire their imagination. The teacher should give more opportunities to the students to encourage them to express their own opinions and ideas. →Step 3 Reading Brainstorming  Before the students move on to the details of this play, ask them to have a brainstorming. Question: When we come to the title “Growing Pains”, what do you think of? Sample answers: 1. It not only reminds me of the pains I have experienced during the past years, but also calls up those good old days in my childhood. 2. This topic is what I’m interested in. I get along well with my parents. But some of my friends often complain that their parents can’t understand them. They usually quarrel with each other on their study issues. Reading strategy Before asking the students to focus on reading the play, the teacher can help the students to come to the reading strategy of this unit. The teacher may begin like this: As Bacon once said, “Some books are to be chewed; some are to be swallowed; some are to be digested. ”That is, when we read different styles and formats of articles, we usually adapt different ways of reading in order to know about the main ideas of the article within the shortest time. For example, in Unit 1, we have learnt two of the basic reading skills—skimming and scanning. Ask the students to discuss different ways to read different types of articles. If necessary, the teacher can use the following table. Styles of articles Ways of reading (what to focus on)  A play   A news article   An advertisement   A notice   A letter   A business letter   A scientific article   An instruction   A survey   A story   . . .   After the students have fully discussed it, the teacher can ask each group to give their opinions. Possible answers: Styles of articles Ways of reading (what to focus on)  A play in the form of a dialogue; characters; instructions  A news article what; when; where; who; how; why  An advertisement no formal sentences; specific words  A notice what; when; where; who; how  A letter feeling of the writer; for what purpose  A business letter what; why; result  A scientific article pay attention to the scientific terms  An instruction key words; how; attention  A survey figures; for what purpose  A story who; what; when; where; why; how  . . .   The teacher should guide the students to focus on the way of reading a play. The teacher can ask the following questions to draw the students’ attention. Are the words or speeches in a play very formal? Are there any instructions or tips included in a play? What do the instructions or tips do? Do you think you have to read a play silently or read it out loud? Then the teacher can ask the students to focus on the “Reading strategy-reading a play” on page 23. If possible, the teacher should point out like this: A play has a unique format and style. Most plays are in the form of a dialogue. A large amount of casual speech is used, sometimes with incomplete sentences. In order to have a better understanding of a play, we should read it out loud instead of silently and we have to pay attention to the instructions or tips included in a play. If possible, the teacher can draw the students’ attention to how to get the main point of a play. That is, in a simple but strong play, there is often a conflict between the Good and the Bad. Their problems and relationships are often too complex for the characters themselves to solve. Although the reader can see which is the Good and which is the Bad, the play is about the struggle between them. Often a higher, wise character is needed to find the solution. In some plays, the Bad is often just one single character, with maybe one or two helpers. The Good usually has two or more helpers on his side. In a tragedy, the Good loses and the Bad wins. In a comedy, the Good wins, and the Bad loses. If time permits, the students are encouraged to give their own opinions. Listening for information Ask the students to skim the passage and finish Part A individually. Then check the answers. The answers to Part A: 1. Eric, Daniel, Mom and Dad. 2. The room was a mess. /There was trash all over the place. 3. Spot was ill. Scan for information Ask the students to scan the play to finish C1 and C2 on page 24. For C1, after the students finish scanning the passage, the teacher can ask some students to read the sentences out, telling the students to pay attention to their tones and intonations. Meanwhile, ask other students to point out the feelings when the characters said that in the play. Suggested answers: 1. Dad is really very angry when he finds the house in a mess. 2. Daniel feels angry too when he is done wrong by his parents. 3. Dad feels relaxed and happy to get home. 4. Daniel feels sorry and he wants to explain it to them. 5. Eric feels surprised at his parents’ coming back early and also a little bit frightened. 6. Dad is cross with Daniel’s behavior and wants to punish him. 7. Mom is angry and is blaming Daniel. For C2, the teacher can ask the individual student to read each sentence, and he or she can ask one of the other students to decide whether the sentence is true or false. If it is false, let him or her correct it. Read for more details Ask the students to read the play a second time and tell them to pay attention to the fact that the play has two acts, each with different themes. Encourage the students to read it out aloud, with different students acting different characters. Remind the students to put emphasis on the instructions or tips of the play and encourage them to think about whether these instructions or tips are necessary and helpful. After reading, ask the students to finish the following form: Characters happening feelings reactions  Dad and Mom                    Daniel     Eric     Sample answers: Characters happening feelings reactions  Dad and Mom arrive at home earlier relaxed, happy to surprise boys   room in a mess very angry to shout at boys   dog tired and hungry  to blame Daniel   money gone  decide to punish  Daniel parents’ misunderstanding angry and sad slam the door; hate them  Eric parents’ coming early frightened and sorry want to explain all  Further understanding of this play To help the students to improve their reading skills, the teacher can also prepare several reading comprehension exercises for the students to do. 1. The reason why the dog walks slowly to the couple is that the dog_____________ . A. ate too much to walk fast B. was seriously ill C. just returned from a long walk and was tired D. was given nothing to eat 2. Why were the boys angry? The reasons are as follows EXCEPT that_____________ . A. the parents didn’t give the boys a chance to explain B. the parents didn’t believe in the kids C. the boys were attacked by the dog D. the parents thought the kids were of great fault 3. The reason why the house was so dirty is that_____________ . A. Spot pulled the dirty out of the trash can B. the kids forgot to clean the room up C. the parents were back on day earlier than expected D. the kids had no time to clean it 4. Which statement is TRUE according to the text? A. The parents thought the kids would act as adults. B. Eric slammed the door. C. Spot was one of the couple’s sons. D. The parents asked Spot something instead of shouting at the kids. Keys: 1. B 2. C 3. D 4. A Plot of the play This time, ask the students to work in groups to discuss the plot of this play according to the following table. The purpose of this activity is to get more students involved in in-class activities, as well as to help the students to know how a play is usually organized, and how a play develops. In this way, the students will form their own way to write a play. Plot of the play Description  Background   Problem   Rising action   Climax   Outcome    If the students are uncertain about what to do, the teacher should give some hints. For example: Plot of the play Description  Background (information about characters, time, and place, etc. )  Problem (conflicts between two sides)  Rising action (what causes the incident)  Climax (the most serious conflict)  Outcome (end of the conflict)   Sample answers of the development of the play: Background: Dad and Mom go on vacation. Two boys, Daniel and Eric are left alone at home. They are asked to look after the pet dog, Spot, as well as their home.   Problem: Spot gets ill and the two boys use the money for dog food to take Spot to the vet. And they don’t have time to clean the house.   Rising action: When Dad and Mom come back home, they find that the room is a mess, and the dog looks tired and hungry. What’s more, the money for the dog food is gone.   Climax: Dad and Mom shout at Daniel angrily and blame him for his not taking responsibility. Daniel can’t bear it and shouts back to his parents and rushes into his bedroom and slams the door.   Outcome: (ask the students imagine what will happen. . . )  Guessing the meanings of the new words The main point of the play and some of the details have been further discussed. Now, it’s time to come to some new words in the play. Ask the students to turn to page 24, and come to Part D1 and D2. Ask them to find these new words in the play, guess their meanings from the context and then match them with their meanings. (Give the students several minutes to finish this part. Then check the answers. ) To see if the students have fully understood these new words, the teacher can design some exercises for the students to do. For example, the teacher can ask the students to fill in the blanks with the seven words. (Ask the students to fill in the blanks and then check the answers. ) 1. I live near an airport and passing planes can be heard night and day, which almost drives me_____________ . 2. It’s_____________ to point your finger to others in that country. 3. Is your father in Beijing on_____________ or on holiday? 4. The boy_____________ to the teacher that he was caught in the heavy traffic the very morning. 5. Everything got in a_____________ when I got there. 6. Adults should learn to_____________ in kids. 7. Think it over before you make your final_____________ . 8. We are_____________ to come to our school before 7 a. m. every morning. 9. You got such a low mark this time. I’m afraid that your father will not let you go_____________ . 10. This TV program will mainly deal with problems about_____________ . (This kind of exercises can help the students to master the usage of some of the important words in this unit. If the students find it difficult to do, then the teacher can ask them to work in pairs first. ) Sample answers: 1. mad 2. rude 3. vacation 4. explained 5. mess 6. trust 7. decision 8. supposed 9. unpunished 10. teenagers After the students finish this exercise, they will be asked to come to Part E. This part is a conversation between Mom and Daniel. Remind the students that this is the outcome of this play. (Ask the students to read out their answers, and check them. Give some explanations if necessary. ) In-class activities Different in-class activities are very important in learning English. The play has been talked about a lot. Most of the students must have mastered the play well. It’s time for them to practice. The following steps are designed for the students to practice their spoken English, to consolidate what they have learnt, to enlarge their knowledge and to improve other abilities in learning English. Practice A (act out the play) The students can be divided into several groups and asked to act it out. A competition can be held to see which group is the best. The teacher should advise the students to imitate the tones and intonations of each character while reading. Remind the students to pay attention to the instructions and tips. Practice B (add an ending to the play) Ask the students to use their imagination and think of an ending of the play. The students are encouraged to have a discussion in groups. The teacher may get the students to start by asking the following questions: Do you think Eric and Daniel will explain to their parents what has happened? Or will the parents go and ask the two children what has happened? Suppose you were one of the two children, what would you do? Would you stay silent or would you offer an explanation to your parents? Which is a better solution in your opinion? After the discussion, the teacher can ask different groups to act out their plays. If possible, make some comments on their performances. One possible ending: Mom: Daniel, I need to talk to you about your behavior. Dad and I realize there is probably an explanation for why the house is so dirty, but you shouldn’t have run out of the room and slammed the door like that, which really made me very sad. Daniel: Mom, I’m sorry, but I was so angry! You want me to act like an adult but you and Dad treat me like a child. I feel that you don’t trust me, which made me depressed. Why didn’t you just ask me what had happened? Mom: Well, I know that grown-ups are supposed to make good decisions but sometimes we make mistakes. We were angry too. None of us stopped to think and we should have. I should have calmed down to listen to your explanation. That’s my fault. Can you explain to me now why the house was a mess and what you did with the cash we left? Daniel: Spot was sick, Mom. Eric and I didn’t want to call you and Dad on your vacation, so I used the money you left and some of my own to take him to the vet. We stayed there and waited for him all day. That is why we didn’t have time to clean the house. Practice C (retell the play) Ask the students to retell the play. The teacher may start the activity by the following instructions: Suppose you are one of the characters in the play, retell the story. Sample retelling: Dad: My wife and I went on vacation last week. Before leaving, we asked our sons, Daniel and Eric to look after our house as well as our pet dog, Spot. They promised they would do as we told them to. We also left them some money to buy dog food. We did think that Daniel is old enough to take the responsibility. But to our great disappointment, when we got home one day earlier, we were surprised to find that our house was a mess, that the dog looked tired and hungry and that the money for the dog food on the table was gone. I really felt very angry with Daniel. I shouted at him, and said that he should act like an adult. Then I told him that our family was not the one where bad behavior went unpunished. But to my great surprise, Daniel got very angry too. He ran into his bedroom and slammed the door, which made me even angrier. I don’t think he respects us enough. My wife think we should go to have a talk with him and ask him what has happened. However, I don’t think it is necessary to do that, since he was so rude to us. I feel like we have to punish him. Daniel: I really feel annoyed these days. I’m wondering if there is a generation gap between my parents and me. Things goes like this: last week, my parents went on vacation. Before they left, they asked me to take care of our house, our pet dog, Spot, and my younger brother, Eric. I think I’m old enough to take the responsibility. I promised to them that I can deal with everything. But something unexpected happened. Spot got very ill, and we had no choice but to use the money for dog food to take him to the vet. And Eric and I spent all the day waiting for Spot. Of course, we didn’t have time to clean the house. What’s worse, when our parents got home, our house was in a mess. They got very angry with me and shouted to me without giving me a chance to explain what had happened. They even didn’t trust me. I hated them at that time. Eric suggested that I should have a talk with them. But I don’t think that they deserve to know the truth. Mom: . . . Eric: . . . Practice D (a TV interview) Suppose that Daniel is invited to a TV program. Make a dialogue between the TV host and Daniel. Sample dialogue: Host: We’re here on “Teenager Time” with our guest for the show, Daniel. Daniel, welcome to our program! Today, Daniel will let us share one of his experiences—how he solved a problem between his parents and him. Daniel, would you please tell us what your problem was. Daniel: Well, it all started when my parents went on a vacation, leaving my younger and me alone at home. They asked me to take care of my brother, our house and our pet dog Spot. Host: It seems that your parents trust you very much. Daniel: At the very beginning, I did think so. But when my parents came back home one day earlier and found the house was a mess, they got very angry. Host: . . . Daniel: . . . Host: Thank you for your coming. As we all know, communication is very important in helping you and your parents become closer. We do hope that all the parents and teenagers will learn to talk with each other and share their feelings. Only in this way can parents and children become good friends. Practice E (your opinion) Ask the students to work in pairs to have a discussion about ideal parents, ideal children, and ideal relationship between parents and children. The following form may help them. Your opinions about Characteristics  ideal parents   ideal children   ideal parents-children relationship   After the discussion, each group will be asked to give a presentation. Sample presentation: In the opinion of our group, ideal parents should be good friends of their children. They are good at getting their children involved in family issue, and are willing to spend time listening to children’s voice. They shouldn’t only focus on the marks of school subjects of their children, they should learn to help the kids solve the problems by themselves. Meanwhile, parents should learn to trust and respect the kids and they shouldn’t always interfere in our life. If there is a problem in the family, the parents should learn to let the children express their inner feelings. Anyway, parents should learn to communicate with us. That’s all. Thank you! Practice F (theme of the play) Ask the students to think about the theme of the play. Usually there is a conflict in a play. Ask the students to think about the conflict in this play and state the theme of the play. If the students have some difficulty in doing this, the teacher can help them with the following pictures. For example:  The main difference between parents and teenagers appears to be that parents focus on their authority and always think that the children are to blame for their wrong-doings, whereas teenagers value their status in the family. And they hope to be trusted and respected. The conflict between parents and teenagers comes to a head over the issue of communication and authority. Practice G (enjoy some quotations from Shakespeare’s plays) Since this unit is about a play, the teacher can ask the students to enjoy some quotations from different Shakespeare plays. Ask them to have a talk in pairs and get the meanings of the famous words. quotations plays  1. To be or not to be: that is the question. Meaning:   2. Uneasy lies the head that wears a crown. Meaning:   3. Neither a borrower nor a lender be. Meaning:   4. Romeo, Romeo, why are you Romeo? Deny your father, and refuse your name. . . Meaning:   5. Words, words, only words, no matter from the heart. Meaning:    Sample answers: quotations plays  1. To be or not to be: that is the question. Meaning: Is it possible or not? Is he alive or not? Hamlet  2. Uneasy lies the head that wears a crown. Meaning: The life of leaders isn’t easy. Having many responsibilities, leaders often can’t sleep very well. King Henry Ⅳ  3. Neither a borrower nor a lender be. Meaning: Be careful to take or give money to others. You’d better be careful. Hamlet  4. Romeo, Romeo, why are you Romeo? Deny your father, and refuse your name. . . Meaning: If only you had a different name, we would not have this problem. Romeo and Juliet  5. Words, words, only words, no matter from the heart. Meaning: It’s all empty words, and there isn’t any truth in them. You just talk, but you don’t mean it. Troilus and Cressida   →Step 4 Teaching and learning design of some new words and expressions Part A Words: To learn the new words and expressions, we have different ways. This time we can adopt the Teaching and Learning Design way, that is to say, we can design the new words and expressions in the form of exercises, ask the students to learn the words and phrases by themselves, then they can do the paper exercises in groups. After that, the teacher will explain some of them to the students or ask the students to work in pairs and then give their explanations by themselves. First ask the students to finish the following sentences with the words in the text. 1. He_____________ quickly and put out the fire. 2. She will be much_____________ by your visit. 3. Don’t_____________ the dog, or it will bite you. 4. Can you_____________ why you are late for school again? 5. The room is a_____________ , with books lying on the floor here and there. 6. They went back home,_____________ the work undone. 7. For some_____________ , Karl Marx was forced to leave his hometown. 8. Check their invitation cards and let the ones with the invitation cards_____________ . 9. She_____________ to win the English competition because she was the best in our school. (This step will help the students to move back on to the text to try their best to understand how to use these words. If the students don’t know how to use them, encourage them to use a dictionary for help. Only in this way can the students learn English vocabulary by themselves. ) Keys: 1. acted 2. surprised 3. touch 4. explain 5. mess 6. leaving 7. reason 8. enter 9. deserved Explanations: 1. act The word “act”can be used both as a noun and a verb. In the play “act” is used as a noun, meaning “one of the main divisions of a play, an opera, etc. ” Translate the following phrases or sentences, please. 1)一曲五幕戏__________________________ (2)第三幕第二场__________________________ 3)幕终灯亮。__________________________ 4)该是采取行动的时候了。_____________ 5)I’m ashamed I acted foolishly.__________________________ 6)He ran into the burning house and saved the child. That was really a brave act.___________ 7)He was caught in the act of pick-pocketing.__________________________ 8)Who acts the part of Hamlet?__________________________ 9)He acted as a guide of the trip.__________________________ 10)The students will act out the play the Merchant of Venice next week.__________ Sample answers: 1)a play in five acts 2)Act Ⅲ, Scene Ⅱ 3)The act ended and the lights were turned on. 4)It’s time to act. 5)我为我愚蠢的行为感到羞耻。 6)他冲入着火的房子救出小孩真是勇敢的行为。 7)他在扒窃时当场被抓。 8)哈姆雷特的角色由谁扮演? 9)他担任这次旅行的向导。 10)下周学生将表演戏剧《威尼斯商人》。 2. surprise In the text, the word “surprise” is used as a transitive verb, meaning “make somebody feel surprised”. She will be much surprised by your visit. →Your visit will greatly surprise her. 你的来访令她非常吃惊。 It wouldn’t surprise me if they got married soon. 如果他们这么快结婚，并不令我吃惊。 Rewrite the following sentence and finish the sentences according to the Chinese given. 1）I was very surprised at the news. →I was very surprised_____________ _____________ the new. 2)There was____________ ______________ _____________ (吃惊的表情)on his face when he heard the_____________ (令人吃惊的)news. 3)We_____________ _____________ _____________ (感到吃惊) he got injured in the traffic accident. 4)His success was____________ _____________ ______________ (令我大吃一惊) to me. 5)He hid himself_____________ _____________ (惊慌地). 6)The question_____________ the professor_____________ _____________ (令某人感到意外). 7)___________ _____________ ______________ _____________(非常令我吃惊的是), she was the mother of two children. Keys: 1)to hear 2)a surprised look, surprising 3)were surprised that 4)a great success 5)in surprise 6)took, by surprise 7)Much to my surprise We should pay attention to the differences between surprise, astonish and amaze. 动词surprise指出于意料之外, 使人吃惊, 是表示“使吃惊”的常用语; astonish 表示“使大吃一惊, 使惊愕”; amaze 与astonish同义而语意更强, 尤其在被认为不可能之事实际上已发生时使用。 3. touch In the text “touch” is used as a transitive verb, meaning “put your hands or fingers onto somebody or something” or “(of two or more things) to be or come so close together that there is no space between. ” 1）I felt someone touch my shoulder. 我感觉有人摸我的肩膀。 →I felt someone touch me on the shoulder. →I felt a touch on my shoulder. 2)Visitors are requested not to touch the exhibits there. 参观者被要求不能摸那儿的展品。 3)His coat was so long it was almost touching the floor. 他的外套很长以至于几乎着地了。 Pay attention to the different usages of the word “touch” in the following sentences. 4)His story touched all the people present. (make somebody moved) 他的故事感动了到场的所有人。 5)I’m out of touch with economic conditions now. 现在我对经济情况一无所知。 6)He advised keeping in touch with each other after graduation. 他建议毕业后彼此保持联系。 4. explain In the text “explain” a transitive verb, meaning “to tell somebody about in a way that makes it easy to understand”. 1)I was asked to explain the meaning of the sentence. 我被要求解释这个句子的意思。 2)Can you explain to me how to bake a cake? 你能给我解释如何烤面包吗？ 3)She explained that she couldn’t come because she was ill. 她解释说因为她病了她不能来了。 Rewrite the following sentence: 4)That explains her sudden anger. →That explains______________ _____________ _____________ _____________ ______________ _____________ ____________ ____________ . Sample answers: why she got angry all of a sudden 5. mess The word “mess” is a noun, meaning “a state or dirt or dirty materials”. After the birthday party, the dancing hall was in a terrible mess. 生日聚会后，舞厅一片狼藉。 “Mess” can also be used as a verb, meaning “have something in a mess”. I’m sorry that I have messed everything up. 抱歉，我把事情搞糟了。 6. leave In the text “leave” is a transitive verb, meaning “to make or allow somebody or something to remain in a particular condition, place”, etc. Don’t leave the door open. 不要让门开着。 “Leave” has other different meanings and usages. Translate the phrases in the following sentences into Chinese, please. 1）He left for New York yesterday. 2）You left out a letter here. 3）Leave me alone! 4）She left her pet dog with us and went on a journey. 5）Her husband left her a large fortune. 6）I’ve left behind my hat on the chair. 7）Leave go of my arm! 8）There is no time left. 9）His annual leave is thirty working days. 10）To our great surprise, he took French leave. Keys: 1)离开某地前往某地 2)遗漏 3)不要管我 4)托付 5)留下一大笔财产 6)把东西遗漏 7)放开 8)没时间了 9)每年的休假 10)不辞而别 7. reason In the text “reason” is a noun, meaning “a cause or an explanation for something that has happened or that somebody has done”. Fill in the blanks with the proper words: 1)______________ ______________ ___________(由于某个原因), I cannot go there with you. 2)The reason_____________ we don’t trust him is_____________ he has often lied. 3)The reason_____________ his being late was_____________ he was caught in the traffic. 4)The cause_____________ the fire remains to be discovered. Keys: 1)For some reason 2)why; that 3)for; that 4)of 8. enter In the text, the word “enter” is used as an intransitive verb, meaning “come or go in or into”. Please knock the door before you enter. 进门前请敲门。 “Enter” can also be used as a transitive verb. The thieves entered the building through the back door. 小偷从后门进的大楼。 Pay attention to the different usages of the word “enter” in the following sentences. She entered data into the computer files. (write information) I’d like to know why he has entered me for the competition. (make. . . take part in) The two old men entered into a long discussion. (begin doing something) 9. deserve The word “deserve” is a verb meaning “be worthy of”. You’ve been working all morning-you deserve a rest. 你工作一早晨了，你该休息了。 The report deserves careful consideration. 这份报告需要仔细考虑。 Ask the students to either make sentences or make a short passage with the above nine words. In this way, the students will learn to use the words and learn to organize the sentences by themselves. Meanwhile, this design will help the students to fire their imagination and make some different sentences with creative ideas. Phrases: Part B After learning the new words, the teacher can ask the students to find the following phrases in the passage, and use them to make sentences according to their meanings in the text. 1. be supposed to 2. do with 3. in charge 4. go out 5. go unpunished 6. now that (Collect sentences from the students. Here are some of them. ) 1. All the students are supposed to arrive at school before 7 a. m. 2. What’s the best way to do with the used mobile phones? 3. The parents left Daniel in charge when they went on a vacation. 4. When they arrived at the scene, the fire had gone out. 5. Such bad behavior can’t go unpunished. 6. Now that he has finally turned off the radio, we can have a good sleep. More explanations 11. be supposed to The phrase “be supposed to” means “something is expected to happen according to an arrangement”. The new laws are supposed to prevent crime. 新法律应该阻止犯罪。 “Suppose” has other meanings. Pay attention to its different usages in the following sentences: I suppose that I can see you soon. 1)What do you suppose he gave me then? 2)—Will she come with us? —Yes, I suppose so. 3)All of his friends suppose her to be his wife. 4)Let’s suppose that his statement is right. 5)Suppose you had one million dollars, what would you do? 2. do with The phrase “do with” is often used in negative sentences and questions with “what”, meaning “how to use”. Rewrite the following sentence: 1）I don’t know what to do with all the food that’s left over. →I don’t know______________ _____________ _____________ ____________ all the food that’s let over. “Do with” has other meanings in different sentences. The new teacher didn’t know what to do with the class. (treat) What have you done with the papers for the meeting? (where have you put) I can’t do with the loud noise made by the children. (put up with) Guess the meanings of the two phrases in the following sentences. 2)We can’t do without a telephone in our business. 3)Do you think capital punishment should be done away with? Keys: 1)how to deal with 2)没有……也行 3)废除, 取消 3. in charge The phrase “in charge” means “a position of having control over somebody or responsibility for somebody or something”. Mr. Wang is in charge of this school. 王先生主管这个学校。 →This school is in the charge of Mr. Wang. Who will take charge of the factory since the manager is arrested? 经理被逮捕后，谁会负责这个工厂？ “Charge” has different usages in different sentences. You get service free of charge. 你免费得到这项服务。 There is no charge for admission. 没有入场费。 4. go out The phrase “go out” means “stop burning or shining”. The fire went out after they fell asleep. 他们睡着后，火就熄了。 Pay attention to different meanings of phrases with the word “go”. We shouldn’t do things that go against nature. 我们不该做违反自然规律的事。 Things will get easier as time goes by. 随着时间推移，事情会变得容易些。 What’s going on there? 那儿发生了什么？ This year’s sales figures go beyond all our expectations. 今年的销售额超出了我们的预料。 Word went out that the president had been murdered. 消息透露总统已经被谋杀了。 Go over your homework before you hand it in. 交作业前先检查。 5. go unpunished In the phrase “go unpunished”, “go” is a linking verb meaning “be or remain in a particular and usually undesirable state”. The food easily goes bad in the summer. 食物在夏天容易腐烂。 6. now that Now that’ is a set phrase used to introduce an adverbial clause, meaning “because of something”. Now that I’ve seen how he lives, I know why he needs so much money. 由于我看见他如何生活的，我明白他为什么需要那么多钱了。 After the explanations, the teacher can ask the students to make a short passage or make a short dialogue using these phrases. Part C Sentence patterns: After learning these phrases, the teacher should guide the students to come to some difficult and important sentence patterns in the text. 1. Eric runs in after it, followed by a big dog, walking very slowly. Here “followed” is the past participle form of the word “follow”, which means “Eric is followed by a big dog”. “Walking” is the present participle form of the verb “walk”, which shows what the dog is doing. 1)In the first act of the play, the main character appears in a king’s costume, followed by two guards. 在戏剧的第一幕，重要的人物身着皇帝衣服出场了，后面跟着两个卫兵。 2）Dressed in white, she looked the most beautiful girl in the party. 身穿白衣服她看起来在聚会中最漂亮的人。 2. The money with which you were to buy dog food is gone, but Spot looks so hungry! The clause “with which you were to buy dog food” is an attributive clause, modifying the antecedent “the money”. The phrase “were to” here indicates that something should be done. 1)You are to call your mother to let her know you have safely arrived when you reach the destination. 到达目的地时，你应该打电话给你妈妈，让她知道你已安全到达。 2)You are to finish your project together with the other five group members. 你应该和其他5个组员一起完成这个项目。 “Be to” can also refer to the arrangements for the future. Study the following examples and pay attention to the different usages of “be to”. 3)The book of fairy tales I edited is to appear soon. 我编辑的童话书计划马上上市。 4)She was to meet Kurt at an agreed place in the street. 她计划在街道约定地点去见Kurt。 3. We thought you were an adult, a person from whom we could expect good decisions. . . The clause “from whom we could expect good decisions” is an attributive clause. The phrase “expect something from somebody” in this sentence means “demand someone to do something as his or her duty or responsibility”. 1)We all know what our parents expect from us. 我们都知道我们的父母期望我们什么。 The word “expect” can also be a transitive verb, meaning “hope something will happen” or “wish for something”. 2)You can’t expect children to be quiet all the time. 你不能指望孩子们一直安安静静的。 The teacher should ask the students if they still have some difficulty in understanding and using these phrases or sentence patterns. If so, give more explanation at the request of the students. If not, ask the students to choose at least ten of these words, phrases or sentences to make up a short dialogue or make up a short passage. →Step 5 Homework 1. Read the play again, and write a summary of this play Home alone in about 100 words. 2. Choose at least ten new words or phrases from the text to make sentences or write a short passage with all of them in it. 3. Preview Word power. 4. Do Parts A1 and A2 on page 86 in Workbook. 板书设计 Problems and Solutions  Brainstorming  Reading strategy  Plot of the play   精彩片断 In your opinion, what are ideal parents/ideal children/ideal parent-children relationship like? Your opinions about Characteristics  ideal parents   ideal children   ideal parents-children relationship   S1: In my opinion, ideal parents should be very understanding. S2: I think ideal parents ought to learn to respect us and trust their children. S3: Ideal parents should be good friends of their kids. S4: Ideal parents can let kids voice their ideas. S5: I think ideal parents shouldn’t always interfere life of their kids and make choices for them, either. S6: Ideal parents should be humorous too. S7: Ideal parents should spend certain time playing and talking with their kids. S8: . . . By designing this in-class activity, all the students have the opportunities to voice their ideas and share others’ opinions. And some of their opinions are really amazing. This kind of in-class activities will help form a really good class atmosphere, in which both the teacher and the students will benefit a lot, and they both will develop a friendly relationship and exchange different opinions. 教学设计二 整体设计 教材分析 This reading passage is a play about a big fight an American family had. Because of lack of communication, Mum and Dad scolded Eric and Daniel when they saw the house in a mess after returning from their vacation. By appreciating two acts of the play, the students are required to know the family life as well as the misunderstandings between teenagers and their parents. While the students are reading this play, the reading strategy of reading a play should be introduced: some characteristics of a play and the basic skills of how to read a play. Meanwhile, different in-class activities should be well organized for all the students to take part in according to the content of the play with the purpose of training their skills in not only reading, but also listening and speaking. Some charts and tables are used for the students to find some information of the play. And the students should be encouraged to take part in different activities of pair work or group work. They should learn to enjoy team-work. More in-class activities are related to the students’ daily life and require common sense from the students. 三维目标 Knowledge aims: 1. Learn some useful words and expressions adult, teenager, vacation, surprise, explain, trust, punish, unpunished, fault, rude, be hard on, be supposed to do, leave. . . in charge, feel like, now that, be rude to 2. Learn some important sentence structures —Eric runs in after it, followed by a big dog, walking very slowly. —You weren’t supposed to come home until tomorrow. —The money with which you were to buy dog food is gone, but Spot looks so hungry. —The room is a mess, with pizza boxes on the floor and dirty dishes in the sink. —This is not a family where bad behaviour goes unpunished and you. . . —Now that he has been so rude to us, I feel like we have to punish him or he won’t respect us. Ability aims: To develop the reading skills of how to read a play. To learn the relationship problems of the family. To know about American family life and problems that happen between American teenagers and their parents. Emotional aims: To learn to be cooperative and helpful when working together. To form a positive attitude towards growing pains and learn to solve family problems wisely. To help students to form a positive attitude towards relationships between their parents and them. 重点难点 To learn how the family problem happens in the play. To let them express their opinions fully and freely. To get students to understand the characteristics of a play. 教学方法 Skimming and scanning Discussion and role-play 教具准备 A tape recorder and the multimedia. 课前准备 1. Encourage the students to watch some TV show—Growing Pains and some movies—Home Alone and combine their own experiences with the common phenomena in society. 2. Ask the students to go to the library or surf the Internet to get some information about the famous TV show “growing pains”, if possible. They can also be divided into several groups to get some information about some issue of family problems. 3. Ask the students to read the play—Home Alone on page 22 to 23, as well as reading strategy on page 23. If time permits, ask them to finish exercises C1, C2 and D on page 24. 教学过程 →Step 1 Lead in Students are asked to look at the family photo and answer the following questions:  1)Who are they? 2)Could you list some of the members of the family? 3)What do you know about the famous TV show? 4)What do you think of the play? Sample answers: 1)Main characters in Growing Pains. 2)Members of the family: Maggie, Dr. Jason, Ben, Mike and Carol. 3)It was popular during the 1960s and 1970s in America. It was about common family problems in America. 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. . . .  →Step 2 Presentation 1. Brainstorming 1)Ask the students to think of as many words or phrases as possible when seeing the words “growing pains”. 2)Attract students’ interest and inspire their imagination by asking the following questions:  (1)Have you ever been left alone or with a pet? Describe that experience. If not, can you imagine what might happen if you were left alone? (2)Can you look after your home and keep everything clean and safe? →Step 3 Reading 1. Reading strategy: reading a play Teachers may start like this. From Unit 1, we have learned two of the basic reading skills, skimming and scanning. When reading different styles and formats of articles, readers usually use different ways of reading in order to know about the main ideas of the article within the shortest time. Bacon once said, some books are to be chewed; some are to be swallowed; some are to be digested. So can you tell me how to read an English play? Some points about a play: 1)It is often in the form of a dialogue. 2)It usually includes several acts, and each act can have several scenes. 3)The words or speeches in a play are very informal, and some of the words in a sentence are omitted. 4)There are some helpful instructions or tips in a play. 5)It should be read out loud. 2. Skimming A. Today, we will read a play about the big fight an American family had. Ask the students to read the play quickly and answer the three questions in Part A. Check the answers. Eric, Daniel, Mom and Dad The room was in a mess. /The room was very dirty. Spot was ill. B. What’s the main idea of this passage? Sample answer: It is a play about a big fight an American family had. Because of lack of communication, Mum and Dad scolded Eric and Daniel when they saw the house in a mess after returning from their vacation. 3. Scanning Now it’s time for the students to scan the passage to get certain information quickly. Let the students to have a group competition. Since team work plays a very important part in the school life for the teenagers, if possible, more chances should be given to the students to let them be aware of team spirit. Tell the students that they will be divided into three groups—Group 1, 2, 3. They should try their best to find the details about the things talked about in the passage. If one student can get one of them, he or she will be given 10 marks. Ask them to remember to use the reading strategy—scanning. A. Decide whether the following statements are true or false according to the play. 1)Mom and Dad were back from their holiday a week earlier. 2)Eric was happy when seeing his mother. 3)Parents left Daniel in charge. 4)The boys spent the money seeing the vet for Spot. 5)The room was very clean and tidy when their parents came back. 6)Daniel didn’t have a chance to explain what had happened. 7)Mom felt regretful for what they said to Daniel. 8)Boys didn’t use up the money from their parents. Keys: 1)F 2)F 3)T 4)T 5)F 6)T 7)T 8)F B. Complete the diagram according to the context of the passage. Home Alone Characters: Dad, Mom, Daniel (elder son), Eric (younger son) Dad and Mom come back 1)_____________than expected.  ↓ The house is in 2)_____________. The dog looks tired and 3)_____________. The money left to buy 4)_____________is gone. Dad and Mom blame Daniel for his laziness, bad 5)_____________.  ↓ Daniel is angry. He runs into his room and 6)_____________the door.  ↓ Eric enters the room and advises his 7)_____________to tell the parents the truth.  ↓ The truth is that Spot, the dog 8)_____________and the brothers used the money to take it to vet, thus they had no time to clean the house.  ↓ Dad decides to 9)_____________Daniel for his being 10)_____________in spite of Mom’s suggestions.  Keys: 1）a day earlier 2）a mess 3）hungry 4）dog food 5）behaviour 6）slams 7）brother 8）was ill 9）punish 10）rude to them →Step 4 Detailed information A. Fill in the blanks according to the play: Ask the students to work in groups to find out the information and use their common sense to fill in the blanks. Act Characters Things to do Feelings  One Mom and Dad     Eric     Daniel    Two Daniel     Eric     Mom     sorry and regretful     Sample answers: Act Characters Things to do Feelings  One Mom and Dad just come back from vacation excited, disappointed and angry   Eric plays soccer at home surprised and frightened   Daniel stays in another room sorry and angry  Two Daniel expresses his anger angry   Eric comforts his brother calm   Mom Dad talk about the things that happened today   sorry and regretful strong-willed/stubborn    B. Further understanding of the text To help the students to improve their reading skills, the teacher can also prepare several reading comprehension exercises for the students to do. 1)The reason why the dog walks slowly is that the dog_____________ . A. ate too much to walk fast B. was seriously ill C. was just tired D. was given nothing to eat 2)What did the boys do with the money the parents left? A. They lost it B. They had a party with it. C. They bought some food to eat with it. D. They sent the dog to the hospital with it. 3)Why were the boys angry? The reasons are as follows except that_____________. A. the parents didn’t give the boys a chance to explain B. the parents didn’t believe in the boys C. the boys were attacked (袭击) by the dog D. the parents thought the boys were of great fault 4)The reason why the house was so dirty is that_____________. A. Spot pulled the dirty out of the trash can B. the boys forgot to clean the room up C. the parents were back one day earlier than expected D. the boys had no time to clean it 5)Which sentence is TRUE according to the text? A. The parents thought the boys would act as adult. B. Eric slammed the door. C. Spot was one of the parents’ sons. D. The parents asked Spot something instead of shouting at the boys. Keys: 1)B 2)D 3)C 4)D 5)A C. Now it’s time for the students to do more consolidation exercises. Ask the students to turn to page 24, and come to C1 first. Let the students work in pairs, that is, one student read the sentence and the other answer who said it. (Allow the students several minutes to finish it and give some guidance if possible. ) Sample answers: 1)Dad 2)Daniel 3)Dad 4)Daniel 5)Eric 6)Dad 7)Mom Then ask the students to come to C2. Ask one student to read one sentence, and he or she will ask one of the other students to decide whether the sentence is true or false. If it is false, let him or her correct it. Sample answers: 1)F 2)F 3)T 4)F 5)T D. Guessing the meanings of the new words 1)The main idea of this passage as well as some of the details have been further discussed. Now, it’s time to come to some new words in this passage. Ask the students to turn to page 24, and come to Part D1. Ask them to find these new words in the article, guess their meanings from the context and then match them with the correct definitions. (Allow the students several minutes to finish this part. Then check the answers. )  2)Ask the students to turn to page 24 and come to Part D2. Ask them to find a word or phrase which has a similar meaning as each underlined word or phrase from the play to replace them. (Allow the students several minutes to finish this part. Then check the answers. ) Sample answers: 1)adult 2)decision 3)teenager 4)supposed 5)unpunished →Step 5 Practice(In-class activities) Practice A (role play) In order to make the students understand a play well, the teacher divides students into a group of five. One is the narrator and the others are the main characters. Act out Act One and Act Two. Practice B (storytelling) This is designed to help the students to consolidate what they have learned in this passage. They can use the information in the passage directly or organize their report using their own words. Practice C (thinking after reading) 1. Ask the students to discuss the following questions: 1)Do you know what is the cause of the problem between parents and Daniel? 2)What kind of boy is Daniel? Sample answer: 1)There is a misunderstanding between parents and children. Parents didn’t give the children a chance to explain, and at the same time the children didn’t want to explain. 2)He is kind, independent, stubborn, etc. 2. Ask Ss to use their imagination and think of an end to the play. 1)Do you think Eric and Daniel will explain to their parents what has happened? Or will the parents go and ask the boys what has happened? 2)If you were one of the children what would you do? Would you remain silent or would you offer an explanation to your parents? Which is the better solution in your mind? (Encourage the students to have a discussion on the topics and express their opinions. ) 3. After the students finish this exercise, they will be asked to come to Part E using the words given. (Ask the students to read out their answers, and check them. Give some explanations if necessary. ) Sample answers: 1)behaviour 2)door 3)adult 4)Dad 5)supposed 6)decisions 7)Spot 8)vacation 9)money 10)waited Practice D (discussion) 1. Ask the students to talk about their own experiences since these kinds of family problems exist in almost every family. 1)How do your parents usually deal with your wrong-doings? Are they too hard on you? 2)Have they ever punished or scolded you for your being late when it wasn’t your fault? 3)How do you think good parents should treat their children? Should parents respect their children and value their opinions? 2. Ask the students to focus on Part E, which is designed for students to practice their spoken English with topics closely related to their familiar family problems. You can adapt the exercise in the following way: 1)Do you think you have a good relationship with your parents? Why do you sometimes quarrel with them? 2)Do you agree there is a generation gap between you and your parents? How can you narrow the gap? 3)Communication is very important in helping you and your parents become closer. Why do teenagers refuse to communicate with their parents sometimes? (Encourage the students to list the reasons for their quarrels with their parents and share their opinions with each other. ) →Step 6 Summary In this class, we have talked about a play—Home Alone. From this class we know the American family life as well as the misunderstandings between teenagers and their parents. 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 down the biggest argument between you and your parents and your solution to it. →Step 7 Homework 1. Read the play aloud with your partners. 2. Underline difficult words or sentences that need explaining. 3. Get the students to think about the question “Is the play written in American English of British English? How do you know? ” 4. Write a passage about the biggest argument between you and your parents and the solution to it. 板书设计 Home Alone Characters: Dad, Mom, Daniel (elder son), Eric (younger son) Dad and Mom come back 1)_____________than expected.  ↓ The house is in 2)_____________. The dog looks tired and 3)_____________. The money left to buy 4)_____________is gone. Dad and Mom blame Daniel for his laziness, bad 5)_____________.  ↓ Daniel is angry. He runs into his room and 6)_____________the door.  ↓ Eric enters the room and advises his 7)_____________to tell the parents the truth.  ↓ The truth is that Spot, the dog 8)_____________and the brothers used the money to take it to vet, thus they had no time to clean the house.  ↓ Dad decides to 9)_____________Daniel for his being 10)_____________in spite of Mom’s suggestions.   Act Characters Things to do Feelings  One Mom and Dad just come back from vacation excited, disappointed and angry   Eric plays soccer at home surprised and frightened   Daniel stays in another room sorry and angry  Two Daniel expresses his anger angry   Eric comforts his brother calm   Mom Dad talk about the things that happened today   sorry and regretful strong-willed/stubborn    精彩片断 Brainstorming T: Ask the students to think of as many words or phrases as possible when seeing the words “growing pains”.  Attract students’ interest and inspire their imagination by asking the following questions: 1)Have you ever been left alone or with a pet? Describe that experience. If not, can you imagine what might happen if you were left alone? 2)Can you look after your home and keep everything clean and safe?  习题详解 C1 on page 24 1. Dad 2. Daniel 3. Dad 4. Daniel 5. Eric 6. Dad 7. Mom (Ask the students to read out these sentences, pay attention to their tones and intonations. ) C2 on page 24 1. F (Daniel and Eric used the money their mother left them to take Spot to the vet. ) 2. F (Mom and Dad came back from their trip one day earlier. ) 3. T 4. F (Mom and Dad left Daniel in charge. ) 5. T (To help the students know more details about the play, the teacher can ask the individual student to correct the false sentences. ) D1 on page 24 1. d 2. e 3. a 4. f 5. c 6. b (For this part, the teacher can ask the students to make some sentences or do some exercises so that they can become more familiar with the usage of the words. ) D2 on page 24 (1)adult (2)decision (3)a teenager (4)supposed (5)unpunished (If possible, the teacher can ask the students to discuss the attitude of Dad. ) E on page 25 (1)behavior (2)door (3)adult (4)Dad (5)supposed (6)decisions (7)Spot (8)vacation (9)money (10)waited (This is a dialogue between Mom and Daniel. The students have to first understand the dialogue and then fill in the blanks with the proper words. If possible, the teacher can ask the students to act out the dialogue and discuss it. )
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