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Unit 3, 9A Reading

Teaching Material

Reading, Unit 3 Teenage Problems, 9A

Main Principles

Teams (Interactive learning) Positive Interdependence Individual Accountability

Explicit Training in Interpersonal Skills Reflection

Teaching Aims

1. Language Focus

1) The students will be able to understand and use the words about problems:

support, offer, suggestion, strict, value, achieve, refuse, accept, worth, doubt, allow 2) The students will be able to understand the following sentences:

I doubt whether it is worth working so hard.

Then I got into trouble at home because my parents do not allow me to play outside after 6 p.m.

2. Language Skills

The students will be able to talk about problems and express feeling. And they will be able to

learn how to ask for advice. 3. Emotional Goal

The students will be encouraged to talk about their problems and try to deal with them. 4. Learning Strategies

The students will be able to guess and reason the presumption by the information collected from the reading of the letters. 5. Affection

The students will be able to focus their attention on the classroom instruction and activities.

Teaching Aids

Blackboard, Chalk, Computer, Overhead Projector

Teaching Procedures & Activities

Part I. Task-introduction & Revision. (5′)

I will show you a picture of “Growing pains”. Growing up can be difficult. You may have many problems. Don’t be afraid of telling your problems to people around you. In this period, let’s try to find out:

some teenagers’ problems

your suggestions on how to deal with their problems your own problems and ways to solve them

Problems can always make teenagers feel unhappy. We learned some about teenage problems last period. Can you remember some? Look at the pictures and talk about their problems. (show the pictures)

1. The TV is always on at Kitty’s home. The noise almost drives her mad. 2. Daniel doesn’t have any close friends to talk to. Sometimes, he feels lonely. 3. Amy’s cousin always makes a lot of noise and disturbs her when she’s studying. 4. Sandy’s parents work all day. They don’t have time for her. 5. Millie doesn’t get enough sleep. She feels tired in class. 6. Simon doesn’t have enough time to do his homework. Part II. Pre-reading. (4’)

Task One: To Brainstorm and learn the new words. T: Why doesn’t Millie get enough sleep? … Ss: …

T: Yes, perhaps she has too much homework. And Simon also doesn’t have enough time to do his homework. What about your homework?

T: Do you often say yes when your teachers give you the homework? Ss: Yes.

T: That means you accept it. Why do you accept the homework? Ss:…

T: Yeah! Because it is important to do the homework. It is of great value. It is worth doing it.

Homework??accept??value??be worth doing

T: Now, boys and girls. If your teachers give you too much homework, will you accept it? Ss: No.

T: I understand. You don’t want too much homework. You want to say no to it. That means you want to refuse to do it. But most of the time you will have to complete it in the end. Why?

Ss: Because our teachers will be angry if we don’t hand in our homework on time.

T: Your teachers are very strict with you. Most of the students hate too much homework because they feel tired. At the same time, they have no spare time for their hobbies.

Too much homework??want to refuse??have to complete??no spare time for hobbies

Today most students have too much homework to do and they have no time for their hobbies. This is a problem. How to achieve a balance between homework and hobbies? Here are two letters from two teenagers to a youth worker named Sigmund Friend. After you learn the letters, perhaps you will know how to deal with the problem. Read the new words.

Part III. While-reading. (20’)

Task One: Listen and fill in the forms. (5’)

Name Millie Simon

_______________ __________________ have a lot of stay out to play football, but Problem homework and have his parents do not allow him no time for hobbies to play outside after 6 p.m.

Task Two: Fast-reading. (4’)

Read the letters quickly and underline the following sentences, paying more attention to the stressed words. Then finish the Skill B on Page 46.

1. I have a problem, and I do not know how to deal with it.

2. I want to refuse to do so much work, but usually I just accept it.

3. I understand that it is important to do my homework and hand it in on time. 4. I am crazy about football.

5. I have plenty of friends, and we always play football together at school or in the park. 6. Then I get into trouble at home because my parents do not allow me to play outside after

6 p.m.

7. Can you please advise me how to achieve a balance between my schoolwork and my

hobbies?

Keys: g—e—b—d—h—f—c—a

Task Three: Detail-reading. Answer the following questions about the Reading.(6’) A. TF-questions about Millie. If it is false, complete the statement.

1. Millie often stays up late to complete the exercises, but she doesn't feel tired next day. 2. Sometimes Millie refuses to do so much homework.

3. Millie understands that it is important to do her homework and hand it in on time. 4. Millie thinks it is worth working so hard. Keys: FFTF

B. Wh-questions about Simon.

1. What’s Simon’s favourite hobby?

2. What does Simon often do with his friends? 3. Why does Simon think his parents are strict? 4. What does Simon think of his hobbies?

Keys: 1. Playing football. 2. They always play football together at school or in the park after school. 3. Because they do not allow him to play outside after 6 p.m. 4. He thinks his hobbies can help him relax and make his life more interesting. Task Four: Further questions.(5’)

Read the text carefully and try to ask questions about the two letters, write down as many questions as you can. Then ask and answer the questions. (Girls ask questions about Millie and boys answer them. Boys ask questions about Simon and girls answer them.) Part IV. Post-reading. (15’)

Task One: Retelling. (4’) Millie’s letter.

Millie has a problem and she doesn't know how to _______________ it. She has a lot of