M1U2Task.doc

Unit two period 5
Task: Presenting a dialogue—Skill building one
---Understanding tones in spoken English
Teaching aims:
1. Provide Students opportunities to learn and practice their language skills of listening and speaking.
2. Help students to learn to express different feelings in different tones.
Teaching important points:
Make sure students know the importance of tones in spoken English
Teaching methods:
1. Listening-and-answering activities to help students practice different tones
2. Individual, pair or group practice
Teaching procedures:
Step one: Lead-in
Talk about the feelings of the speakers in the pictures, ask students to list the different tones and speak out some of the sentences from the HOME ALONE according to the tones of each character.
1. Dad: where is your brother? It’s nice to be home. I feel like we have to punish him….
2. Daniel: I hate them! Mom, Dad, I can explain…
3. Eric: Mom! Dad! You’re back early!
4. Mom: What did you do with the money we left?

Step two: Presentation
There are four main points to determine how the speaker is feeling.
1. the volume of the language
2. a rising or falling tone
3. stress on certain words
4. pauses in the sentences
Step three: Listening
1. Ask students to listen to example sentences in five different tones one by one
2. 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?
3. Ask them to read the explanation for each sentence.
4. Ask students to imitate after the tape.
Step Four: Practice
1. Listen to Part A & B
(1) He told me the test had been put off?
(Questioning, as if she doesn’t believe that the test could have been put off)
(2) He told me the test had been put off!
(Frustrated, as if she had gone to the test room before remembering that she had been told about the cancellation.)
(3) He told me the test had been put off!
(Excited, as if she is glad not to have to take the test.)
(4) He told me the test had been put off.
(Sad, as if she was looking forward to taking the test.)
(5) 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.)
2. Let students listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.
3. Ask students to imitate these sentences.
4. Practice more.
Ask students to practice the following sentence: “He will come tomorrow.”
(1) If you are happy about his coming, …... How will you say it? In what tone?
(2) If you are excited about his coming, ……
(3) If you don’t want him to come, ………
(4) If you are frustrated or questioning, …….
Step Five Listen to a radio phone-in program
1. In this program, six teenagers call the host to talk about their problems and ask for advice. Students are asked to write down a proper name below each picture on page 33 according to what they ‘ll learn from the tape.
2. Listening
3. Checking answers together.
4. Picture description. ( form)
Picture No.
Problems
Solutions
Picture one

Picture two

Picture three

Picture four

Picture five

Picture six

(Ask students to describe each picture according to the tape.)
Picture one: Problem: we don’t spend time together and think that I don’t love her.
Solution: Surprise your mother with a day spent together , invite her to join you doing the things you like.
Picture two: Problem: My friend is on our school football team, he never has time to see me, I feel quite lonely.
Solution: You should find a spot or hobby of your own.
Picture three: Problem: Father wants me to study Maths and Science and work in a big company.
Solution: Talk with him. Take acting lessons as long as you agree to keep your marks up in Maths and Science, too.
Picture four: Problem: Want to live with my other grandparents
Solution: tell her how I feel , and she understands me.
Picture five: Problem: My mum bought me some new clothes which cost lots of money, but I don’t like them.
Solution: Be honest with her, but make sure that she knows how happy you are that she thought of you and was nice enough to buy you new clothes. Ask her to change them for something different.
Picture six: Problem: My father always shouts at me.
Such as: “ William, turn off that TV and go outside!” However, there is nothing for me to do outside!
Solution: 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.
Step Six: Language points
1. be used to / be used to doing sth./ used to do sth.
A computer is used to store information.
Many students are used to getting up early in the morning.
He used to play football at university.
2. frustrated/ frustrating
He felt frustrated at the frustrating result of the examination.
The frustrated students didn’t feel like eating anything.
We found him frustrated.
3. leave out v. 省去, 遗漏, 不考虑
You have left out the little “n ”in explanation.
His name is left out of the list.
Step Seven: Consolidation
If possible, ask students to finish listening practice on page 100.
Homework:
1. Go over what they have learnt in this period.
2. Preview Skill building two.

Period 6 Skill building2: Reading for gist
Teaching aims:
1. Provide students chances to develop reading skills by reading four diary entries.
2. Help students to use reading skill to identify the main points of the four diary entries and tell some details in the thank-you letter.
3. To understand the mood of the writer.
Teaching Important and difficult points:
Reading for gist
Teaching method:
Reading to get the gist or the main points of the reading material
Teaching procedures:
Step One Lead-in
Get students to read the instructions and know how to read for gist.
Catch the gist or the main point and
l Focus on descriptive words or expressions
Step 2 Reading
1． Read the four diary entries and fill in the form.
Ask students to read four diary entries and underline the main points of each entry and circle the key words that show the mood of the writer. Ask students to finish the task in a group of four and each member of the group is in charge of one diary entry.
Entries
Main points
The words telling the writer’s mood
The first diary entry
Today has been ..
happy
The second diary entry
We had.. I am ..
Tired, afraid, nervous
The third diary entry
Failed, ..don’t ..
upset
The fourth diary entry
All.. for nothing
Very happy, glad
2． read the diary entries again and answer:
（1） Why did Christina call the radio show last week?
（2）
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?
Step 3 Reading the Thank-you letter
1. Get students to read a thank-you letter from Christina, a caller to “Talk time”, the radio phone-in program, to the host of the program and answer the following questions:
(1) Who wrote this letter?
(2) To whom is the letter written? Why is the letter written?
(3) What is the main idea of this thank-you letter?
(4) Which words or expressions are used to make the main point?
2. Ask students to finish doing the T/F questions exercises on page 35.
If the sentences are false , ask them to correct them..
Suggested answers:
① Christina wrote a thank- you letter to George.
④ Christina and her mum spend one day a week with each other.
⑥ Christina’s mum took her and her friends out to dinner.
⑦ Christina was friends with her mum.
Step Four: Language points.
1.instead of .代替, 而不是/ instead adv.替代；更换
作为短语介词，instead of 后面常跟名词、代词和动名词，偶尔也跟复合结构。
Eg. Instead of lending a hand, he laughed at us.他不仅没有帮我们一把，反而嘲笑我们。
Instead of 后面还可跟形容词、副词、动词、不定式、介词短语和从句，这时他相当于连词，但也有不少人认为他们是介词
Eg. Taking exercise every day makes him look younger instead of older.
每天锻炼身体使他显得更年轻而不是苍老。（连接形容词）
But the businessman grew worse instead of better.
但这位商人的情况没有好转，反而进一步恶化了。
I go to bed late instead of early.我总是很晚才睡。（连接副词）
That increased instead of decreased our courage.
这增加而不是减少了我们的勇气。（连接动词）
The price rises every day instead of sinks.
He proposes to do some work instead of to watch television.
他提议做些工作而不是看电视。（连接不定式）
A word of encouragement might have made me respect instead of hate him.
他若是说一句鼓励的话，那么我或许不会恨他，反而会敬重他。（连接不定式）
In warm weather he often reads under a tree instead of in the library.
天气暖和的时候，他常常是在树下而不是在图书馆里读书。（连接介词短语）
Instead 单独使用的时候式副词，常用于句末。例如：
We’ve no coffee. Would you like tea instead.我没有咖啡了，喝茶行吗？
It will take days by car, so let’s fly instead..几天时间，所以我们还是改乘飞机吧。
不过，用instead的句子也可以改成instead of：
She never studies. Instead, she plays tennis all day. = Instead of studying, she plays tennis all days. 她成天打网球，而不是学习。
He didn’t give John the money, but he gave it to me instead. =
Instead of giving John the money, he gave it to me.
2. be proud of / take pride in
自豪, 高兴; / 以...为傲
eg, Her parents are prod of her great success.
We are proud of being/ to be a Chinese.
be proud to do
eg. We are proud to become your partner.
3. stay up: ①remain awake, not go to bed不睡觉
与 late/deep/ far into the night 连用
eg. The secretary stayed up late into the night, preparing a report for the president.
②挺住，站住，耸立
eg. These old buildings still stay up after the earthquake.
4． be nervous about/ at 对。。。感到紧张不安， 担心
be anxious about / be worried about
eg. Some students are nervous about the result of the exams.
be nervous of 胆怯的，害怕的
5． after all adv.（副词）
In spite of everything to the contrary; nevertheless: 毕竟；仍然：
Everything else having been considered; ultimately: 终究；最终
eg We chose to take a plane after all.我们仍然选择乘飞机
. Don’t expect too much of him. After all, he is only a child.(毕竟)
He didn’t work hard, but he passed his exams after all. (终究)
6． mix up … with …/；①To confuse; confound: 使弄不清：使混乱混淆
His explanation just mixed me up more. I always mix up the twins.
他的解释令我更加糊涂了。我总是把这对双胞胎弄混
②To involve or implicate:牵涉或牵连
He got himself mixed up with the wrong people.
他与那些坏人为伍
be/get mixed up in sth / with sb. 与某人交往，厮混。
Don’t get mixed up with him---He is a crook.(无赖，骗子)
mix up :To be capable of being blended together:被混合在一起：
Oil does not mix with water.油不能和水融合在一起
7． Someone else’s当一个代名词跟有else， 所有格的形式一般写成这样：someone else's （而不是 someone's else）。 who else's 和 whose else 都在使用.
Who else's book could it have been? 这可能是别的什么人的书?
8． ask for advice from sb/ask sb. for advice
9． advice <U/n> some advice 一点意见
a piece of advice 一条意见 ;give advice 提出忠告;
take/follow one's advice 接受忠告
vt. advise doing sth/ sb. to do sth./ that….
The doctor advised me to take more exercise.医生嘱咐我多加锻炼。
10.Interest
11.Silly It was silly of you to believe him.
12.All the time
Step Five: Practice
Finish reading exercises on page 98-99

2 Read again and decide true or false on page 35. Then check the answers.
Step Six: Discussion
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.
Homework:
1. Finish Workbook Exx B & C on page 84.
2 Review the words and expressions in this unit.

Period 7 Skill building 3. Writing a dialogue

Teaching aims: 
1.To develop writing skills by reading the tips.
2.Help students to improve their ability of writing a dialogue correctly
 3.To understand the mood of the Mum’s and Jack’s feelings.
Teaching Important and difficult points:
Enable students to write a dialogue in a correct way.
Teaching method:
Practicing to improve students’ writing skill
Teaching procedures:
Step One: Lead-in
T: In the reading part, we have learnt a play in the form of dialogues. Dialogues are much like a play. They are meant to be read aloud, and often use less formal language than other types of writing. If you want to write a dialogue, you’d better pay attention to the following points:
The language you use in writing a dialogue:
①not too colloquial, not using words like “Umm” and “Hmm”
②not too redundant, trying not to repeat words in a dialogue.
③descriptive, showing your character’s feelings.
Step Two: Reading
1.Read the instructions and know some tips of writing a dialogue.
2.Read Part A and discuss what is wrong with the underlined sentences on page36, about this part, enough time should be given to students to read and discuss and then check their answers.
Suggested answers:
a. ‘Umm’ or ‘hmm’ shouldn't be included in a written dialogue.
b. We shouldn't use ‘My room is too dirty’, ‘My room is a mess’,
which should be omitted. ‘clean up’ and ‘cleaning’, which should be said in another way. Because in a written dialogue what has just been said shouldn't be repeated,
c. In a written dialogue we should write a sentence that shows the speaker is very angry instead of the sentence ‘I’m really very angry with you.’
The writer should use the words to show his feelings, not to say it out directly.
3. Read again and do Part B.
Suggested answers:
A .The sentences that show Mum is unhappy or angry:
Come and look.
Don't you talk to me like that?
You should start cleaning now if you plan to leave!
B. The sentences that show Jack’s mood:
This is so unfair! I'll never have enough time.
But I don't think you're being fair at all!
4.Practice
Ask students to read after the tape and then try to read it in the suitable tone, the correct emphasis and pause to express the angry emotion
If time permits, finish reading the dialogue on page 99 and finish the exercises below the passage.
Step Three: Reading the Thank-you letter
1. Keep the tips in mind when making up and writing a dialogue for Christina, her mum and the host of the radio.
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
2. Get the students to know the following points that should be included in their dialogue when acting out their dialogue.
a. What happened between Christina and her mother?
b. What did Christina do then?
c. How was the problem solved/settled?
3. Work in groups of 3 and present a dialogue

Step Four: Consolidation
Role-play the dialogue in a group of three.
Homework:
Finish Workbook Writing on page 101.