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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 didnt 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 playread 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 expressionsact, 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 that6. Learn some important sentence structures1)I cant 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 wont respect us.5)We didnt 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 1Q1. 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 2Causes of conflictsPlease tick1. Dont allow me to play computer games. 2. Dont allow me to play with my friends outside. 3. Dont allow me to listen to MP3/MP4. 4. Dont allow me to join the school football club. 5. Dont allow me to make my own decisions about my study. 6. Dont allow me to spend too much time on my interests. 7. Dont allow me to choose the career by myself. 8. Dont allow me to say “No” to their decisions. 9. Dont allow me to stay up too late. 10. Dont 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 Ill 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 PainsAn 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 talkWhile 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 inAsk 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 problemsSolutionsmaking friends. . .surf the Internet. . . . . . .Sample performance 1Problem: As you know, Im 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 dont trust me. They consider what I said to be a lie and an excuse. Im so annoyed. Whats 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 dont want to stay at home now.Solution: In my opinion, its 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 isa 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 youll benefit from the talk with your parents.Sample performance 2Problem: One of my problems is that I like computers very much. Some of my friends say that Im 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 caf. 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 1960s and 1970s. 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 ReadingBrainstormingBefore 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 Im interested in. I get along well with my parents. But some of my friends often complain that their parents cant understand them. They usually quarrel with each other on their study issues.Reading strategyBefore 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 skillsskimming 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 articlesWays of reading (what to focus on)A playA news articleAn advertisementA noticeA letterA business letterA scientific articleAn instructionA surveyA story. . .After the students have fully discussed it, the teacher can ask each group to give their opinions.Possible answers: Styles of articlesWays of reading (what to focus on)A playin the form of a dialogue; characters; instructionsA news articlewhat; when; where; who; how; whyAn advertisementno formal sentences; specific wordsA noticewhat; when; where; who; howA letterfeeling of the writer; for what purposeA business letterwhat; why; resultA scientific articlepay attention to the scientific termsAn instructionkey words; how; attentionA surveyfigures; for what purposeA storywho; 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 informationAsk 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 informationAsk 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 Daniels 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 detailsAsk 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: CharactershappeningfeelingsreactionsDad and MomDanielEricSample answers: CharactershappeningfeelingsreactionsDad and Momarrive at home earlierrelaxed, happyto surprise boysroom in a messvery angryto shout at boysdog tired and hungryto blame Danielmoney gonedecide to punishDanielparents misunderstandingangry and sadslam the door; hate themEricparents coming earlyfrightened and sorrywant to explain allFurther understanding of this playTo 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 illC. just returned from a long walk and was tiredD. was given nothing to eat2. Why were the boys angry? The reasons are as follows EXCEPT that_ .A. the parents didnt give the boys a chance to explainB. the parents didnt believe in
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