Periods 8-9 Task
整体设计
教材分析
The purpose of this teaching period is to train the students’ listening ability, speaking ability and writing ability, as well as reading ability. What’s more, students can also learn the practical ability to know how to present a dialogue. This section consists of a series of activities, which provide students with opportunities to practice their language skills of listening, reading, speaking and writing. It is made up of three kinds of skill building, including understanding tones in spoken English, reading for the gist and writing a dialogue. Besides, there is also a skill building activity in each step. Through the three steps, students will learn to solve a practical problem in their daily life, that is, how to present a dialogue properly.
Teachers can also divide the task into three parts for three teaching periods according to the students’ ability. In the first period, teachers can focus on listening skill to train the students how to understand tones in spoken English. In the second period, the teaching important point is to train the students’ reading ability to enable the students to how to understand the gist or the main point by fast reading. In the third teaching period, teachers are advised to put an emphasis on training writing ability. Let the students know how to write a dialogue and what they should pay attention to while presenting a dialogue. The teaching important and difficult point is to help the students learn how to write a dialogue properly. If the students have a high level, teachers are advised to spend one teaching period finishing the task. If necessary, teachers can prepare more listening materials to reach the goal to improve students’ listening ability. As to speaking and reading abilities, the teacher had better encourage all the students to take part in class-activities. While preparing topics or situations, try to choose the ones that students are interested in and ensure every student to have a chance to speak and discuss.
三维目标
To help the students to learn about something on how to present a dialogue properly.
To enable the students to learn how tones are used in spoken English to express different feelings.
To help the students to learn how to read for gist or the main points.
To enable the students to write and present a dialogue.
To help the the students learn how to understand the feelings of speakers and how to present a dialogue.
重点难点
1. To help students learn how to judge the speakers’ feelings from their falling, rising and flat tones.
2. To let students learn how to read for gist or main points.
3. To help students tell the speakers’ feeling to improve their listening ability.
4. To help students master the reading ability—reading for gist.
5. To make students know about how to present a dialogue properly.
教学方法
1. Listening to tape and answering some questions.
2. Discussion in pairs or in groups.
3. Task-based in-class activities.
4. Explanation of some language points.
教具准备
A tape recorder and the multimedia.
课前准备
1. Ask students to consider the following three questions:
What part do tones play in spoken English?
Why is being able to understand the gist or the main point considered to be the most important part of reading?
What points should be kept in mind when we write a dialogue?
2. If possible, teachers can prepare some wonderful dialogues in some films and let the students listen to them and tell the speakers’ feelings according to their different tones.
3. Before class, ask the students to go over how to use a relative pronoun properly.
教学过程
→Step 1 Greeting
While greeting, teachers can intend to use some expressions with attributive clauses. Teachers can also encourage students to answer some everyday English with attributive clauses.
→Step 2 Revision
Check the homework and review the usage of relative adverbs. The important teaching aim of last teaching period is to know how to use a relative adverb properly. Let students recall the definition of a relative clause. The relative adverbs of English are: when, where, why. Teachers should offer some practice to students to go over in what condition when, where and why are used to introduce attributive clauses and when, where and why can be replaced by a preposition+which in formal English. After that, ask students to finish the following exercises.
1. Fill in the blanks with proper preposition to complete the sentences.
1)He is the man_____________ you should give your thanks.
2)The farm_____________ which we worked ten years ago isn’t what it used to be.
3)This is the tree_____________ which we used to play games.
4)The hunter,_____________ whom a tiger was shot, has been punished.
5)Wu Dong,_____________ whom I went to the concert, enjoyed it very much.
6)The pen_____________ which he is writing now was brought yesterday.
7)The gas_____________ which we can not live is called oxygen.
8)The little creature_____________ which scientists are interested is known as ET.
2. Complete the following sentences using which, why, where or when.
1)Hangzhou is the place_____________ I went for my holiday last summer.
2)He read the book_____________ his sister had told him about.
3)The reason_____________ Peter is so happy is that he passed the exam.
4)I remember the day_____________ my father died. I was only ten years old at that time.
5)Please give me the reason_____________ you were late this time.
6)I will go back to the place_____________ I grew up and live there forever.
3. Rewrite the following sentences using where, which, when, or why.
1)The school year starts on the first day of September.
The first day of September______________________ .
2)My brother stopped smoking because it is bad for his health.
The reason ______________________.
3)We went to Shanghai on our school trip.
The city ______________________.
4)I most like the late night show on TV.
The TV program ______________________.
5)My father works in a factory that makes telephones.
The factory ______________________.
6)She did her homework in this room.
This is ______________________.
Suggested answers:
1.
1)to 2)on 3)under 4)by 5)with 6)with 7)without 8)in
2.
1)where 2)which 3)why 4)when 5)why 6)where
3.
1)The school year starts on the first day of September.
The first day of September is the day when the school year starts.
2)My brother stopped smoking because it is bad for his health.
The reason why my brother stopped smoking is bad for his health.
3)We went to Shanghai on our school trip.
The city where we went to on our school trip was Shanghai.
4)I most like the late night show on TV.
The TV program which I most like is the late night show.
5)My father works in a factory that makes telephones.
The factory where my father works makes telephones.
6)She did her homework in this room.
This is the room where she did her homework.
→Step 3 Listening to a radio phone-in program
Activity 1 Lead-in
Brainstorming: Ask students the following question:
How can we know the speaker’s feeling and real meaning by listening?
Then tell Ss that tones can tell how a speaker is feeling just as words can tell us the mood of a writer. Make sure that they understand it is important to pay close attention to what he or she is saying to select the information you want according to the sentences in different tones and decide which emotional meaning each tone shows.
Activity 2 Understanding tones in spoken English
First, introduce the use of tones in spoken English to students. Enable the students to understand different tones to express different feeling.
Say “stand up” to one of the students using different tones and let others guess what feelings the teacher is trying to express.
Stand up. (using flat tone)
Stand up. (using falling tone)
Stand up. (using rising tone)
Teachers let the students guess what feeling he or she is expressing with each sentence.
S: The first one shows that you simply ask him to stand up without any special feeling. The second one shows that you are angry with him and he or she may be doing something that has nothing to do with class. The third one shows that you are very kind and politely ask him or her to stand up.
After hearing what the students say, teachers can draw a conclusion that different tones are used to express different feelings. Generally speaking, there are three types of tones: the falling, rising and flat tones.
Second, ask Ss to read the guidelines in Skills building 1 on page 32 before listening to the five versions of the same sentence in different tones. They will see that there are four main points to determine how the speaker is feeling. Write down the four points on the blackboard:
the volume of the language
the rising of falling tone (like tones used in Putonghua)
stress on certain words.
the pauses in the sentences
Then ask the students “what feelings do these stand for? ”
Answers: Generally speaking,
the falling tone—angry or displeased
the pause & the rising tone—polite
the rising tone—questioning
stressed & a falling tone—angry
a flat tone—expressing a fact
Third, have Ss listen the example sentence in five different tones one by one. After they listen to one of them, ask them to tell what they think about the speaker’s emotion. Is she happy, or angry? Is she in high spirits or in low spirits? Then let them read the explanation for each sentence.
Fourth, have Ss read the sentence “He will come here tomorrow” in different emotions. Ask them:
If someone is happy about his coming, how will he say it?
If someone doesn’t want him to come, how will he say it?
If someone is excited about his coming, how will he say it?
If someone is frustrated or questioning, how will he say it?
Fifth, let Ss listen to the tape and finish Part A on page 32. Write the most correct emotional meaning in each blank.
Before play the tape, check whether students know the meanings of the last two words “frustrated” and “questioning”. Explain the meanings to them orally or write the definitions on the blackboard.
Frustrated: feeling annoyed, upset, and impatient, because you cannot control or change a situation, or achieve something.
Questioning: a questioning look or expression shows that you have doubts about something or need some information.
Then play the tape and in the end check the answers with the whole class.
Answers:
1)questioning 2)frustrated 3)excited 4)sad
Sixth, ask Ss to listen to the tape and finish Part B. Then let them listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.
Answer:
He told me the test had been put off.
(She neither likes nor trusts him. She may wish someone else had been the one to tell her. )
Seventh practice
用恰当的语调朗读下列句子, 体会它们所表达的情感意义。
1)Now comes the bus! Let’s hurry!
2)I never want to speak to you again!
3)What a beautiful garden!
4)Welcome to our school. Please sit down.
5)Tell me your name.
6)I was told that the exam had been put off!
7)I have nothing to confess. What on earth do you want me to say?
8)—Do you think our basketball team played very well yesterday?
—They couldn’t have done better.
Activity 3 Listening to a radio phone-in programme:
Here the students will listen to a radio phone-in programme. In this programme, six teenagers call the host to talk about their problems and ask for some advice.
First, Divide students into groups of four and discuss each picture about the following:
What do you see in each picture?
How are they feeling?
After discussing them, teachers encourage them to express what they imagine according to the pictures.
Then ask the students to listen to tape to write down a proper name below each picture according to what they hear from the tape.
Answers:
1)Jane 2)Christina 3)Shirley 4)Richard 5)Patrick 6)William
Later, let the students listen to the radio phone-in program again, and ask them to say something about the pictures and what they have heard on the tape.
If students have some difficulty, teachers had better ask some pictures about the pictures to help them to describe what they heard.
Picture 1
What did Jane call about last week?
Why did Jane call this time?
Picture 2
What problem does Christina have with her mum?
What does the host advise her to do?
Picture 3
What problem does Shirley have?
What is she supposed to do according to the host?
Picture 4
What does Richard’s father want him to do?
What does Richard want to be when he grows up?
What advice does the host give Richard?
Picture 5
What makes Patrick feel lonely?
What advice does Patrick get from the host?
Picture 6
Why does William’s father want him to go out?
What is William supposed to do?
Listening material:
Host: Welcome to “talk time”. This is George. Tell me your name and problem.
Caller 1: My name is Christina and I’m calling about my mum. She cries all the time and says we don’t spend time together and that I don’t love her. I do love her, but I also have things I want to do in my own life. How can I still have fun with my friends and let my mum know I love her?
Host: You and your mum aren’t talking enough. Surprise your mum with a day spent together. Invite her to join you doing the things you like. That way you can have fun and see your mum at the same time! Good luck, Christina! Hello, next caller, how can I help you?
Caller 2: It’s my best friend. He’s started playing on our school football team and now he never has time to see me. I feel quite lonely.
Host: Sometimes friends have different interests as they grow up. You should find a sport or hobby of your own. Then you won’t feel lonely any more! And, what’s your name?
Caller 2: Patrick.
Host: And Patrick, if your friend is a real friend, he’ll still want to see you. He’s just busy right now. I’m sure it will work out fine. Bye! Next caller please
Caller 3: Hello? Is this ‘Talk time’?
Host: It is. What is your name and what can we help you with?
Caller 3: I’m Richard and the problem is my father. He wants me to study Maths and Science, and work in a big company when I grow up, but I want to be an actor, how can I tell him without making him angry?
Host: That is hard, but I’m sure he won’t mind it if you take acting lessons, as long as you agree to keep your marks up in Maths and Science too. Go talk to him now, okay? Bye!
Caller 4: Hello, ‘Talk time? ’ This is Jane. I called last week, about my grandma. . .
Host: Yes, Jane, you wanted to tell her that you want to live with your other grandparents, right?
Caller 4: Yes, I took your advice and told her how I feel. You were right. She understood! Thanks so much!
Host: Glad to help! Who is my next caller?
Caller 5: Hi, my name is Shirley and my problem is only a small one. My mum bought me some new clothes, which cost a lot of money, but I don’t like what she got me. Should I tell her I don’t like what she bought?
Host: Shirley, you should be honest with your mum, but make sure she knows how happy you are that she thought of you and was nice enough to buy you your new clothes. I’m sure she won’t mind if you change them for something different. Goodbye and good luck. We’ve hot time for one more call.
Caller 6: My father always shouts at me. He says, ‘William, turn off that TV and go outside! ’ But there is nothing I want to do outside! How can I make him stop shouting at me?
Host: Well you probably won’t like my answer, but you shouldn’t spend too much time watching TV. It isn’t good for your eyes. Join a sports team so that you have a chance to be outside. You’ll feel better and your father will stop shouting at you. Thanks for calling in! Lister to ‘Talk time’ again next week at this time.
→Step 4 Reading a thank-you letter
Enable students to learn an important reading skill—how to read for the gist or the main point. They will read four diary entries and underline the main points of each entry and circle the words that show the mood of the writer.
Activity 1 understand how to read for the gist
Teachers may start like this:
when you are reading novels or articles in newspapers, do you read every word of them or try to understand every specific idea in them?
Encourage them to show their opinion.
Teachers tell them it is not necessary to read every word of them if we read novels or articles in newspaper. We just read for main idea, that is, gist, which is an important reading skill. It involves reading a passage to get a general idea of what it’s about, but not worry about understanding the complete content or every specific idea. In an article, only a few words are used to make a main point, and the rest of the writing is merely supporting information.
Activity 2 Reading diary entries
First, read the four letters and find out main points and tell the writer’s feeling. Fill in the blanks.
Entries
Main Points
The words telling the writer’s mood
The first diary entry
The second diary entry
The third diary entry
The fourth diary entry
Sample answers:
Entries
Main Points
The words telling the writer’s mood
The first diary entry
Today has been a great day.
happy
The second diary entry
We had a maths test and I’m nervous about my result.
tired, afraid and nervous
The third diary entry
I failed the maths test and I don’t know how to tell my parents.
upset
The fourth diary entry
All that worrying was for nothing.
tired, afraid and nervous
Second, read the passage again and answer the following questions:
1)Why did Christina call the radio show last week?
2)What advice did George give?
3)Did Christina follow his advice? What did she do?
4)How do they get on with each other?
Answers:
1)To ask for George’s advice about her problem with her mother.
2)He told Christina to spend more time talking to her mum.
3)Yes. She and her mum spend one day a week with each other, cooking dinner together or going for a long walk.
4)Very well.
Third，reading the thank-you letter
The “talk time” host received the following letter from Christina, one of the callers on last week’s show. Ask the students to read quickly and answer the following questions:
1)What is the main idea of this thank-you letter?
2)Which words or expressions are used to make the main point?
Sample answers:
1)Christina wrote to thank George for his advice on her problems with her mum.
2)to ask for your advice about a problem/gave me good advice/thank you for your help and good advice
Fourth，telling true or false
Ask the students to read it and decide the following true or false. If it is false, correct it.
1)Christina wrote to George for advice.
2)Christina’s mum wanted her to spend more time at home.
3)George’s advice was helpful.
4)Christina and her mum will listen to ‘talk time’ together every week.
5)Christina’s mum missed talking with her.
6)Christina’s dad took her and her friends out to dinner.
7)Christina was never friends with her mum.
Sample answers:
1)F Christina wrote to George to thank him.
2)T
3)T
4)F Christina and her mum will spend one day together every week.
5)T
6)F Christina’s mum took her and her friends out to dinner.
7)F Christina was friends with her mum.
Fifth，practice
Ask the students to read other passages to practice how to read for the gist. During reading, teachers design some exercises to help them to form the good reading habit. In order to let them master the reading skill, teachers had better write the following on the screen.
1. Identify key words
Underline the key words in a text, or complete a table with key words from the text.
2. Identify the topic sentence
The idea is to find the sentence in a paragraph which gives the idea of what the paragraph is about.
3. Summarize
Read a text and identify the main points, then use those main points to write a summary containing only the essential information.
After learning such reading skills, teachers should prepare some reading materials for the students to practice these reading skills.
Activity 3 Consolidation
After students have understood the gist of the diary entries, teachers can catch the chance to have a talk with students about their growing pains.
Have you ever had a problem with your parents similar to Christina’s?
If so, how did you solve it?
If not, write a letter to Christina in the name of George.
→Step 5 Writing a dialogue
Here the students will first read about what they should and shouldn’t do when writing a dialogue. Then they will read a dialogue and find out the reason why some sentences are wrong according to the tips. Lastly they are asked to point out the sentences that show Mum’s and Jack’s feelings.
Activity 1 Reading for the points about writing a dialogue:
In this part the students are asked to read the guidelines on page 36 to know about the three points on how to write a dialogue. They will know what they should do and what they shouldn’t do when they wrote a dialogue. The students may be given some explanations if they don’t understand some of sentences in the three points.
1）Don’t include words like “Umm” or “Hmm” in a dialogue.
2）Don’t repeat words that have just been said.
3）Use the words the characters say to show their feelings and moods.
Activity 2 Practice
First，ask Ss to point out what is wrong with the underlined sentences after they discuss with their partners
Expressions in a dialogue
Umm/Hmm
too colloquial
My room is too dirty
My room is a mess
Clean up
Cleaning
repeat the words
that have been said
I’m really angry with you
say out the feelings directly
Second，ask the students to read it again to find out the sentences which show the speakers’ feeling.
The sentences that show Mum is unhappy or angry
The sentences that show Jack’s feelings
Come and look!
This is so unfair! I will never have enough time! (angry)
Don’t you talk to me like that!
But I don’t think you are being fair at all! (unhappy)
You should stat cleaning now if you plan to leave!
Third, read the dialogue again and try to further understand how to show the speakers’ feeling.
Sample answers:
How to show one’s feelings
Not too directly
Mum’s feelings
Come and look but you must get it tidied up before you go out today.
unhappy
Don’t you talk to me like that.
Either you clean your room or don’t go out with your friends.
you should start cleaning now if you plan to leave.
Not too directly
Jack’s feelings
What’s up? He is so unfair. I’ll never have enough time.
angry
Why didn’t you tell me that my room is too dirty before now?
Impatient
Feel wronged
But I don’t think you are being fair at all.
angry
Fourth，ask the students to read the play and answer the questions below in Part B in Reading on page 99 in Workbook, so they will get a clearer impression of how to write a good dialogue.
Sample answers:
1)He tried to help David stand on his own two feet and learn how to look after himself.
2)David felt that his father was always complaining about him and didn’t speak enough to him.
3)David says that his father’s job is dangerous and that he has to think about other people all the time.
4)He was looking for his Christmas presents when he found the photo album.
5)Now he knows how deeply his father loves him and understands that it is hard for his father to talk to him it.
Activity 3 Presenting a dialogue in groups:
First, let the students read the guidelines on Page 37.
Second, have the students work in groups of three and each group makes up a dialogue with the information provided.
The following should be included:
1)What happened between Christina and her mother?
2)What did Christina do then?
3)How was the problem solved?
4)What’s the new situation like?
Keep the following in mind:
Don’t include words like ‘umm’ or ‘Hmm’ in a dialogue.
Don’t repeat words that have just been said.
Use the words to show their personalities and mood/feelings.
Third, have some groups give a performance of the dialogue they make up. Other students are expected to make some comments on the performances.
→Step 6 Language points
Teachers ask the students to deal with the following language points with the help of dictionaries, or take some as examples to let students know what they should learn about a new expression. The students are asked to show what they have known about the following to others, and compare notes with each other after they finishing the exercise. If the students fail to catch the points, teachers had better add something important to what the students say. Teachers can also prepare some exercises to check whether they have understood.
1. the rest“其余的, 其他的”, 若代表的是一个复数概念, 作主语时, 其谓语动词用复数形式; 若代表的是一个不可数的或单数的概念, 其谓语动词用单数形式。
The rest of the class are against the plan.
班上的其余的人都反对这项计划。
I’ll take my share, and the rest of the money is yours.
我拿走我的那一份, 其余的钱都是你的。
2. upset adj. v. & n.
adj. 1)心烦意乱的(不置于名词前)
2)(胃等)不舒服的, (计划等)搅乱的
v. 破坏(计划等); (使胃等)不舒服; 翻倒
n. 翻倒; 搅乱; 不安; 肠胃不适
He was upset when he heard the news.
听到那消息他感到很不安。
He upset his stomach by eating too much rich food.
他吃了太多油腻的东西使胃很难受。
Last-minute changes caused a great deal of upset.
出现的临时变动造成一片混乱。
3. after all
1)in spite of what has been said, done or expected. 毕竟, 终究, 竟然(大都放于句末)
2)it should be remembered 别忘了, 毕竟(多数情况用于句首)
I thought I was going to fail the exam, but I passed after all.
我原以为这次考试会不及格, 可竟然及格了。
You should be proud of him, after all, he is just a child.
你该为他自豪, 毕竟, 他还是个孩子。
4. mix up. . . with
(1)mix up (vt. ) 使充分混合, 弄乱
(2)mix. . . with. . . 把……与……混合在一起
(3)mix sb. sth. =mix sth. for sb. 为某人调制……
(4)mixture n. 混合物
I’m afraid you mixed her up with her sister.
恐怕你把她和她妹妹的搞混了。
5. “What’s up? ” 常用于非正式文体, 相当于What’s happening? /What’s the matter? 意为“出了什么事(不寻常或不愉快之事)”即表示“发生, 进行”。
What’s up? Why are they crying?
出了什么事? 他们为什么哭?
6. leave out to omit or exclude 舍去; 省略或排除
left out the funniest part of the story
省略了故事中最有趣的部分
leave alone
To refrain from disturbing or interfering.
不打扰: 防止打搅或干扰
leave off
To stop; cease.
停止; 结束
To stop doing or using.
停止做或使用
7. frustrate vt. (-trated, -trating)挫败; 破坏; 使失望; 使沮丧
The weather frustrated our plans.
天气破坏了我们的计划。
two hour’s frustrating delay
两小时令人沮丧的拖延
After three hours’ frustrating delay, the train at last arrived.
经过三个小时令人厌烦的耽搁后, 火车终于到达了目的地。
8. instead of prep. (介词)=in place of; rather than 代替; 宁愿
ordered chicken instead of fish
点了鸡而不是鱼
9. proud adj. 自尊的; 自重的; 骄傲的; 自负的; 自豪的; 引以为荣的
They’re poor but proud.
他们虽然穷但很自重。
be proud of 引……为自豪
He is proud of his daughter’s ability to speak four languages.
他为女儿能说四种语言而骄傲。
He’s too proud to be seen in public with his poorly-dressed mother.
他非常傲慢, 不愿在公共场所被人看见和衣衫褴褛的母亲在一起。
Our football team feels proud that it has won every match this year.
我们的足球队对今年战无不胜甚感自豪。
He is proud that his wife is amenable to reason.
他的妻子是个通情达理的人, 为此他引以为豪。
10. stay up v. 不睡觉
stay 停留; 持续不变; 保持
Stay in your classroom until it is time to go home.
在教室里一直待到该你们回家的时间。
He stayed with his father while he was ill.
当他生病时, 他和父亲待在一块儿。
The doctor told him that he would have to stay in hospital for another two weeks.
医生告诉他, 病人还得在医院住两个星期。
“How can you stay so cool, calm and collected after such a hot argument? ”
“这样一场激烈的争论过后, 你怎么还能保持如此心平气和, 镇静自若? ”
11. keep. . . in mind
keep an eye out to be watchful. 警觉
keep (one’s) eyes open或keep (one’s) eyes peeled to be on the lookout. 警觉, 小心
keep pace to stay even with others, as in a contest. 并列: 与其他人并驾齐驱, 如在比赛中
keep (someone) company to accompany or remain with. 陪伴: 陪伴或与待在一起
keep time to indicate the correct time. 显示准确时间
keep to (oneself) to shun the company of others: 避开其他人的陪伴; 使……不泄露
She kept to herself all morning.
整个上午她自己一个人待着。
He kept the news to himself.
他对这个消息秘而不宣。
12. fix vt. &vi. 使固定; 钉牢; 确定; 决定; 准备; 安排; 修理; 拉拢, 收买, 贿赂
He fixed a picture to the wall.
他往墙上贴了张画。
The hours and the places of the meetings will be fixed at the chairman’s discretion.
开会的时间和地点将由主席决定。
We must fix the ex-convict up with at least an odd job.
我们必须为这个释放犯人安排一份至少是临时的工作。
“If you want to meet the director, I can fix it. ”
“如果你想会见董事, 我可以安排。”
I asked the boy to fix the bicycle.
我请这个小伙子修自行车。
Can they fix the judge?
他们能买通法官吗?
fix on决定
We’ve fixed on the 14th of April for the wedding.
我们决定4月14日结婚。
We’ve fixed on starting tomorrow.
我们已决定明天动身。
fix up 安排
We can fix you up for the night.
我们可以给你安排今晚的住处。
After students have understood these words, it’s time for teachers to underline the following phrases:
phrases
参考译文
1. be meant to
2. keep. . . in mind
3. What’s up?
4. get/have the room tidied up
5. be of little/no importance
6. argue with sb. about sth.
7. spend weekends doing sports
8. boring things
9. think of. . . as. . .
10. solve/fix a problem
11. make a bit of difference
12. be much like
13. be proud of
14. get good marks
15. have a maths test
16. stay up
17. be nervous about
18. fail the test/exam
19. after all
20. mix up. . . with
21. get the top score
22. ask for one’s advice on/about
23. take one’s advice
24. take. . . out to dinner
25. at the weekends
26. get enough sleep
27. give sb. some good advice on
28. miss doing sth.
29. in the direction of. . .
30. rather than
31. on the scene
32. with a surprised expression
33. ordinary people
34. share the cost
35. one’s world view
36. have regular meetings
37. keep the room looking tidy
1. 必须; 得要
2. 牢记
3. 什么事?
4. 把房间整理好
5. 不重要
6. 就……与某人争论
7. 把周末花在体育锻炼上
8. 无聊的事
9. 认为某人是
10. 解决问题
11. 有关系, 重要
12. 很大程度上像……
13. 为……感到自豪
14. 获得好分数
15. 进行数学测验
16. 熬夜
17. 为……感到紧张
18. 考试失败
19. 毕竟
20. 把……混淆
21. 得最高分
22. 就……向……征求建议
23. 听取某人的意见
24. 带……出去吃饭
25. 在周末
26. 睡眠充足
27. 给……提供一些好建议
28. 怀念做……
29. 朝……方向
30. 而不是……
31. 在事发地点
32. 带着惊讶的表情
33. 普通人
34. 平摊费用
35. 某人的世界观
36. 定期举行会议
37. 使房间看上去整洁
→Step 7 Homework
1. Read the two letters on page 38 and think about how you can advice them to solve their problems.
2. Ask the students to make up a dialogue, which happens in our daily school life. In the dialogue, ask the students to use different tones to show their different feelings.
板书设计
1. How to tell the speakers’ feeling?
the volume of the language
the rising of falling tone (like tones used in Putonghua)
stress on certain words
the pauses in the sentences
2. What is the gist?
Gist is the main idea and meaning of what someone has said or written.
3. pay attention to the following points while presenting a dialogue.
Don’t include words like “Umm” or “Hmm” in a dialogue.
Don’t repeat words that have just been said.
Use the words the characters say to show their feelings and moods.
精彩片断
Have Ss read the sentence “He will come here tomorrow” in different emotions. Ask them:
If someone is happy about his coming, how will he say it?
If someone doesn’t want him to come, how will he say it?
If someone is excited about his coming, how will he say it?
If someone is frustrated or questioning, how will he say it?
用恰当的语调朗读下列句子, 体会它们所表达的情感意义。
1)Now comes the bus! Let’s hurry!
2)I never want to speak to you again.
3)What a beautiful garden!
4)Welcome to our school. Please sit down.
5)Tell me your name.
6)I was told that the exam had been put off!
7)I have nothing to confess. What on earth do you want me to say?
8)—Do you think our basketball team played very well yesterday?
—They couldn’t have done better.
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