1、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. Whats more, students can also learn the practical ability to know how to present a dialogue. This section consists of a series of
2、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
3、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 fir
4、st 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
5、 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 dialog
6、ue 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 enco
7、urage 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 properl
8、y.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
9、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 m
10、aster the reading abilityreading 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
11、 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 possi
12、ble, 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 GreetingWhile greeting, teachers can
13、intend to use some expressions with attributive clauses. Teachers can also encourage students to answer some everyday English with attributive clauses. Step 2 RevisionCheck the homework and review the usage of relative adverbs. The important teaching aim of last teaching period is to know how to use
14、 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
15、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 isnt what it used to
16、 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_ w
17、hich 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 d
18、ay_ 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.Th
19、e 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
20、 in this room.This is _.Suggested answers: 1.1)to 2)on 3)under 4)by 5)with 6)with 7)without 8)in2.1)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
21、 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 wor
22、ks 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 programActivity 1 Lead-inBrainstorming: Ask students the following question: How can we know
23、the speakers 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
24、to the sentences in different tones and decide which emotional meaning each tone shows.Activity 2 Understanding tones in spoken EnglishFirst, 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
25、 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 sh
26、ows 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 stud
27、ents 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
28、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 languagethe rising of falling tone (like tones used in Putonghua)stress on certain words. the pauses in the sen
29、tencesThen ask the students “what feelings do these stand for? ”Answers: Generally speaking,the falling toneangry or displeasedthe pause & the rising tonepolitethe rising tonequestioningstressed & a falling toneangrya flat toneexpressing a factThird, have Ss listen the example sentence in five diffe
30、rent tones one by one. After they listen to one of them, ask them to tell what they think about the speakers 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”
31、in different emotions. Ask them: If someone is happy about his coming, how will he say it?If someone doesnt 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
32、 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 an
33、noyed, 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)qu
34、estioning 2)frustrated 3)excited 4)sadSixth, 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 n
35、or 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! Lets 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
36、 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 couldnt 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 pro
37、gramme, 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 i
38、magine 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)WilliamLater, let the students listen to the radio phone-in program again, and
39、 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 1What did Jane call about last week?Why did Jane call this time?Picture 2What
40、 problem does Christina have with her mum?What does the host advise her to do?Picture 3What problem does Shirley have?What is she supposed to do according to the host?Picture 4What does Richards father want him to do?What does Richard want to be when he grows up?What advice does the host give Richar
41、d?Picture 5What makes Patrick feel lonely?What advice does Patrick get from the host?Picture 6Why does Williams 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
42、Im calling about my mum. She cries all the time and says we dont spend time together and that I dont 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 arent talking enough. Surpr
43、ise 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: Its my best friend. Hes started playing on our school football team and now he
44、 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 wont feel lonely any more! And, whats your name?Caller 2: Patrick.Host: And Patrick, if your friend is a real friend, hell still wan
45、t to see you. Hes just busy right now. Im sure it will work out fine. Bye! Next caller pleaseCaller 3: Hello? Is this Talk time?Host: It is. What is your name and what can we help you with?Caller 3: Im Richard and the problem is my father. He wants me to study Maths and Science, and work in a big co
46、mpany 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 Im sure he wont 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? Thi
47、s 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?C
48、aller 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 dont like what she got me. Should I tell her I dont like what she bought?Host: Shirley, you should be honest with your mum, but make sure she knows how happy you ar
49、e that she thought of you and was nice enough to buy you your new clothes. Im sure she wont mind if you change them for something different. Goodbye and good luck. Weve 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
50、 nothing I want to do outside! How can I make him stop shouting at me?Host: Well you probably wont like my answer, but you shouldnt spend too much time watching TV. It isnt good for your eyes. Join a sports team so that you have a chance to be outside. Youll feel better and your father will stop sho
51、uting at you. Thanks for calling in! Lister to Talk time again next week at this time. Step 4 Reading a thank-you letterEnable students to learn an important reading skillhow to read for the gist or the main point. They will read four diary entries and underline the main points of each entry and cir
52、cle the words that show the mood of the writer.Activity 1 understand how to read for the gistTeachers 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.Teach
53、ers 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 its about, but not worry about understanding the comple
54、te 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 entriesFirst, read the four letters and find out main points and tell the writers feeling. Fill in the blanks.Entrie
55、sMain PointsThe words telling the writers moodThe first diary entryThe second diary entryThe third diary entryThe fourth diary entrySample answers: EntriesMain PointsThe words telling the writers moodThe first diary entryToday has been a great day. happyThe second diary entryWe had a maths test and
56、Im nervous about my result. tired, afraid and nervousThe third diary entryI failed the maths test and I dont know how to tell my parents. upsetThe fourth diary entryAll that worrying was for nothing. tired, afraid and nervousSecond, read the passage again and answer the following questions: 1)Why di
57、d 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 Georges advice about her problem with her mother.2)He told Christina to spend more time talking to her mum.3)Yes. She
58、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 letterThe “talk time” host received the following letter from Christina, one of the callers on last weeks show. Ask the students to read quickly and answer the f
59、ollowing 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 y
60、our help and good adviceFourth，telling true or falseAsk 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)Christinas mum wanted her to spend more time at home.3)Georges advice was helpful.4)Christina and her mum will l
61、isten to talk time together every week.5)Christinas mum missed talking with her.6)Christinas 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)T3)T4)F Christina and her mum will spend one day together ev
62、ery week.5)T6)F Christinas mum took her and her friends out to dinner.7)F Christina was friends with her mum.Fifth，practiceAsk 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 orde
63、r to let them master the reading skill, teachers had better write the following on the screen.1. Identify key wordsUnderline the key words in a text, or complete a table with key words from the text.2. Identify the topic sentenceThe idea is to find the sentence in a paragraph which gives the idea of
64、 what the paragraph is about.3. SummarizeRead 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 ski
65、lls.Activity 3 ConsolidationAfter 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 Christinas?If so, how did you solve it?If not, write a letter to Chr
66、istina in the name of George. Step 5 Writing a dialogueHere the students will first read about what they should and shouldnt 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 s
67、entences that show Mums and Jacks 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 shouldnt do when th
68、ey wrote a dialogue. The students may be given some explanations if they dont understand some of sentences in the three points.1）Dont include words like “Umm” or “Hmm” in a dialogue.2）Dont repeat words that have just been said.3）Use the words the characters say to show their feelings and moods.Activ
69、ity 2 PracticeFirst，ask Ss to point out what is wrong with the underlined sentences after they discuss with their partnersExpressions in a dialogueUmm/Hmmtoo colloquialMy room is too dirtyMy room is a mess Clean upCleaningrepeat the wordsthat have been saidIm really angry with yousay out the feeling
70、s directlySecond，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 angryThe sentences that show Jacks feelingsCome and look! This is so unfair! I will never have enough time! (angry)Dont you talk to me like that! But
71、 I dont 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 ones feelingsNot too directlyMums feelingsCome and look but you must get it t
72、idied up before you go out today.unhappyDont you talk to me like that.Either you clean your room or dont go out with your friends.you should start cleaning now if you plan to leave.Not too directlyJacks feelingsWhats up? He is so unfair. Ill never have enough time. angryWhy didnt you tell me that my
73、 room is too dirty before now? Impatient Feel wrongedBut I dont think you are being fair at all. angryFourth，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 answ
74、ers: 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 didnt speak enough to him.3)David says that his fathers job is dangerous and that he has to think about other people all the time.4)He was loo
75、king 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 w
76、ork 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)Whats the new situation like?Keep the following in mind: Dont include
77、 words like umm or Hmm in a dialogue.Dont 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
78、pointsTeachers 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
79、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
80、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。Ill 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.
81、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 all1)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
82、 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Im afraid you mixed her up with her sister
83、. 恐怕你把她和她妹妹的搞混了。5. “Whats up? ” 常用于非正式文体, 相当于Whats happening? /Whats 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”。Whats 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 aloneTo refrain from disturbing or interferi
84、ng. 不打扰: 防止打搅或干扰leave offTo 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 hours 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
85、. 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Theyre poor but proud. 他们虽然穷但很自重。be proud of 引为自豪He is proud of his daughters ability to speak four languages.他为女儿能说四种语言而骄傲。Hes too proud to be seen in public with
86、 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
87、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. .
88、. in mindkeep an eye out to be watchful. 警觉keep (ones) eyes open或keep (ones) 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k
89、eep 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
90、at the chairmans 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Weve fixed on the 14th
91、of April for the wedding.我们决定4月14日结婚。Weve 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, its time for teachers to underline the following phrases: phrases参考译文1. be meant to2. keep. . . in mind3. Whats up? 4. get
92、/have the room tidied up5. be of little/no importance6. argue with sb. about sth. 7. spend weekends doing sports8. boring things9. think of. . . as. . . 10. solve/fix a problem11. make a bit of difference12. be much like13. be proud of14. get good marks15. have a maths test16. stay up17. be nervous
93、about18. fail the test/exam19. after all20. mix up. . . with21. get the top score22. ask for ones advice on/about23. take ones advice24. take. . . out to dinner25. at the weekends26. get enough sleep27. give sb. some good advice on28. miss doing sth. 29. in the direction of. . . 30. rather than31. o
94、n the scene32. with a surprised expression33. ordinary people34. share the cost35. ones world view36. have regular meetings37. keep the room looking tidy1. 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
95、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 Homework1. Read the two letters on page 38 and think about how you can advice them to solve their problems.2. Ask t
96、he 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 languagethe rising of falling tone (like tones used in Putonghua)stress on c
97、ertain wordsthe pauses in the sentences2. 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.Dont include words like “Umm” or “Hmm” in a dialogue. Dont repeat words that have just been said. Use
98、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 doesnt want him to come, how will he say it?If someone is excited about his c
99、oming, 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! Lets 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 couldnt have done better.