2023學(xué)年完整版Unit2GrowingpainsPeriod2~3設(shè)計(jì)

Unit2Growingpainsperiod2~3教學(xué)設(shè)計(jì)教學(xué)設(shè)計(jì)一整體設(shè)計(jì)教材分析Thisreadingpassageisaplaynamed“Homealone”,whichisaboutabigfightanAmericanfamilyhad.Becauseoflackofcommunication,MumandDadscoldedDanielandEricwhentheysawthehouseinamessafterreturningfromtheirvacation.AndDanieldidn’twanttoexplainwhathadhappenedtohisparents.Thus,misunderstandingandconflictsoccurinthefamily.Asweknow,boysandgirlsfromtheagesof9to14havemanygrowingpains.Thatistosay,therapidgrowthoftheteenagersmaynotonlyresultinpainsintheirarmsandlegs,butalsomayleadtothechangeoftheirpsychology,whichwilloftenmakethempuzzledandmisunderstoodintheirdailylife.Thisplayjustshoweduspartofthoseconflictsbetweentheparentsandtheteenagers,whichoftenoccurinthefamilynowadays.Thestudentsarequitefamiliarwiththeseproblemstheyoftenmeetintheirfamilylife.Itiscertainthattheyhavealottotalkwitheachother.Theycansharetheirfeelingsanddiscussandfindsomesolutionstodifferentkindsofproblemstheycomeacross.Bylearningthisunit,theteachercanalsoguidethestudentstoformgoodattitudetowardslifeandhelpthemtofindgoodmethodstosolvetheproblemstheymeet.Whilethestudentsarereadingthisplay,somereadingstrategiesabouthowtoreadaplayshouldbeintroduced.Thatis,mostplaysareintheformofadialogue,whichisquitedifferentfromreadinganormaltext.Therefore,alargeamountofcasualspeechisused,sometimeswithincompletesentences.Toreallyunderstandaplay,thestudentsshouldreadthedialoguealoud.Meanwhile,differentin-classactivitiesshouldbewellorganizedforallthestudentstotakepartinwiththepurposeoftrainingtheirskillsinnotonlyreading,butalsolistening,speakingandplaying.Somechartsandtablesareusedforthestudentstofindsomeinformationforthetext.Andthestudentsshouldbeencouragedtoactouttheplayandmakenewplaysaccordingtotheirownexperiencesduringtheirdailylife.Theyshouldlearntoenjoyteam-work.Morein-classactivitiesarerelatedtothestudents’dailylifeandrequirecommonsensefromthestudents.Andmoreexercisesaregivenindifferentformstohelpthestudentstolearnhowtousesomeofthenewwordsandphrases.三維目標(biāo)1.Trainthestudents’readingability,introducingthewaytoreadaplay—readitoutaloudinsteadofsilentlytobetterunderstandaplayandpayattentiontotheinstructionsortipsincludedinaplay.2.Enablethestudentstotalkaboutproblemscommontoteenagers.3.Encouragethestudentstoactouttheplayandmaketheirownplaysaccordingtotheirownexperiencesintheirdailylife.4.HelpthestudentstocomparethedifferencesinrelationshipbetweenparentsandtheirteenagersintheUSAandChina.5.Learnsomeusefulwordsandexpressionsact,vacation,curtain,surprise,bend,touch,explain,mess,can,leave,charge,adult,reason,trust,behavior,unpunished,teenager,fault,scene,mad,rude,punish,cash,besupposedto,dowith,trashcan,incharge,not...anymore,behardon,nowthat6.Learnsomeimportantsentencestructures1)Ican’twaittosurprisetheboys!2)Themoneywithwhichyouweretobuydogfoodisgone,butSpotlookssohungry!3)EricsitsonhisbedlookingatDaniel,whohashisarmscrossedandlooksangry.4)Ifeellikewehavetopunishhimorhewon’trespectus.5)Wedidn’tthinkyouwouldletthehousegetsodirty.重點(diǎn)難點(diǎn)1.HelpthestudentstolearntheplayaboutanAmericanfamilyandtalkabouttherelationshipbetweentheteenagersandtheirparents.2.Helpthestudentstolearntousesomeofthenewwordsandexpressions.3.Helpthestudentstolearntomakeaplayaboutproblemscommontoteenagers.教學(xué)方法1.Discussioninpairsoringroups.2.Playactedbythestudents.3.Task-basedin-classactivities.4.Explanationsofsomelanguagepoints.教具準(zhǔn)備Ataperecorderandamultimediaclassroom.課前準(zhǔn)備1.Askthestudentstoprepareforafree-talkforabouttwoorthreeminutes.Theycanintroducetheirfamilytotheirclassmatesorsaysomethingabouttheirfamilylife,orevendescribetheirconflictsbetweentheirparentsandthem.Thiswillhelpallthestudentstotakepartinin-classactivitiesandhelpthemgetinvolvedinthetopicquickly.Ifsomestudentsreallyhavesomedifficultyindoingthis,theteachercanhelpthemtoprepareforitbeforeclass.2.Askthestudentstomakeasurveyamongthestudentsaboutrelationshiportheconflictsbetweenteenagersandtheirparents.Ifpossible,thestudentscanmakeaquestionnairetodothesurvey.Bydoingthis,thestudentscannotonlylearntomakeaquestionnaireingroups,butalsolearnabouttheproblemsthey,aswellastheirfellowschoolmatesfaceduringtheirfamilylife.Differentgroupsareencouragedtocomparenoteswitheachotheraftertheirseparatesurveys.Samplequestionnaire1Q1.Howdoyougetalongwithyourparents?A.Verywell.B.Well.C.Notverywell.D.Poorly.Q2.Doyouoftencommunicatewithyourparents?A.Veryoften.B.Often.C.Sometimes.D.Rarely.Q3.Doyouoftenquarrelwithyourparents?A.Veryoften.B.Often.C.Sometimes.D.Rarely.Q4.Doyouandyourparentsoftenhavefuntogether?A.Veryoften.B.Often.C.Sometimes.D.Rarely.Q5.Doyouandyourparentsoftenhaveadiscussionoversomefamilyissues?A.Veryoften.B.Often.C.Sometimes.D.Rarely.Q6.Doyourparentsoftenforceyoutodosomethingthattheythinkyoushoulddo?A.Veryoften.B.Often.C.Sometimes.D.Rarely.Q7.Doyourparentsoftenmakeadecisionforyouaboutyourstudy?A.Veryoften.B.Often.C.Sometimes.D.Rarely.Q8.Doyourparentsofteninterferewithyourpersonallife?A.Veryoften.B.Often.C.Sometimes.D.Rarely.Q9.Doyouthinkyourparentsunderstandyou?A.Yes.B.No.C.Uncertain.Q10.Doyouthinkthatthereisagenerationgapbetweenyouandyourparents?A.Yes.B.No.C.Uncertain.SampleQuestionnaire2CausesofconflictsPleasetick1.Don’tallowmetoplaycomputergames.2.Don’tallowmetoplaywithmyfriendsoutside.3.Don’tallowmetolistentoMP3/MP4.4.Don’tallowmetojointheschoolfootballclub.5.Don’tallowmetomakemyowndecisionsaboutmystudy.6.Don’tallowmetospendtoomuchtimeonmyinterests.7.Don’tallowmetochoosethecareerbymyself.8.Don’tallowmetosay“No”totheirdecisions.9.Don’tallowmetostayuptoolate.10.Don’tallowmetosurftheInternetorchatonline.11.Forcemetopracticeplayingthepianoeveryday.12.Forcemetodoextraexercisestheyarrangeforme.13.ForcemetolearnEnglishonSundays.14.Forcemetospendallmyfreetimeonbooksandexercises.15.Forcemetocomebackhomeontime.16.Forcemetostayathomeduringmyvacation.17.Forcemetogotobedbefore9:30p.m.18.Forcemetolosetouchwithmyfriends.19.ForcemetoswearthatI’lltrymybesttogethighmarks.20.Forcemetostayawayfrommyfavoritemusic.3.AskthestudentstosurftheInternetorgotothelibrarytogetsomeinformationabouttheAmericanTVshow...GrowingPains.IfthestudentshavenoaccesstoeithertheInternetorthelibrary,askthemtoreadthepassage“GrowingPains—AnAmericanTVshow”onpage98togetsomeinformation.EncouragethestudentstodescribepartoftheTVshow.4.Askthestudentstoreadthepassage“Homealone”onpage22to25,aswellasreadingstrategyonpage23.Iftimepermits,askthemtofinishexercisesC1,C2,D1andD2onpage24.教學(xué)過(guò)程→Step1GreetingsandfreetalkWhilethestudentsarelearningthisunit“Growingpains”,theyareencouragedtogiveafreetalkaboutthemisunderstandingandproblemsbetweenparentsandteenagers.Thestudentsareencouragedtoarticulatetheirthoughtsbyeitherspeakingabouttheirownexperiencesorcombiningwhattheyhaveheardorseenwiththefactspresented.→Step2LeadinAskthestudentstoplaythe“problemandsolution”gametogetmorestudentsinvolvedinthetopictoday.Thatis,thestudentsvolunteertodescribeoneoftheseriousparent-teenagerproblemsorconflictsthathappenintheirfamilies.Otherstudentsvolunteertogivetheirsuggestionstotheseproblems.YourproblemsSolutionsmakingfriends...surftheInternet.........Sampleperformance1Problem:Asyouknow,I’manactiveboywhohaslotsoffriends.Ihaveagoodfriendwhowasmyclassmatewhenwewereinprimaryschool.Sheisalovelygirlandshestudiesinanotherhighschool.Weoftencomparenoteswitheachotheraboutourstudy,ourinterests,ourschoollife,ouropinionsaboutsomeeventsathomeandabroad.MyparentssuspectthatIhavefalleninlovewiththegirlandsaythatthefriendshipwillhaveabadinfluenceonmystudy.Itoldthemthatwearejustgoodfriends,buttheydon’ttrustme.TheyconsiderwhatIsaidtobealieandanexcuse.I’msoannoyed.What’smore,theyeventelephonedmyclassteachertomakeenquiriesaboutmybehaviorandsocialactivitiesatschool.Mygod!Theyalmostdrivememad.Ireallydon’twanttostayathomenow.Solution:Inmyopinion,it’sbettertoshareyourfeelingswithyourparents.Youcanhaveatalkwiththempeacefully,tellingthemthatyouarejustgoodfriends,andyoujusttelephoneandwriteletterstoeachothertoshareyouropinionsandfeelingsinyourstudy.Andyouencourageeachothertostudyhard.Youcantellyourparentswhatkindofgirlsheis—ahardworking,loyal,modest,intelligentkind-heartedgirl.Maybewhatyousaidwillremindyourparentsoftheirschoollifewhenthenwereteenagers.Haveatry,andyou’llbenefitfromthetalkwithyourparents.Sampleperformance2Problem:OneofmyproblemsisthatIlikecomputersverymuch.SomeofmyfriendssaythatI’mcrazyaboutit.IlikesurfingtheInternet,chattingwithmye-pals,searchinginformationontheInternet,readingaboutnewsathomeandabroadfromit.SometimesIevendomyhomeworkwiththehelpoftheInternet.Nowandthen,Iwillplayon-linegames.WhatIhavedonemademyparentssadandangry.Iexplainedtothemthatthewidespreaduseofcomputershadmadeourlifemuchmoreconvenientandhadhelpedmealotinmystudy.IeventoldthemthatIcouldperformthecomputerwellandthatwouldnotaffectmystudy.Buttheywouldnotlistentome.TheysaidthatIwasaddictedtocomputers.Theyjustcomparedcomputerswithdrugs.NowtheyforcemetostayathomeattheweekendandforbidmetogototheInternetcafé.WhatshouldIdonow?HowcanIpersuadethemtoletmearrangemysparetimebymyself?Solution:Inthatcase,firstly,youshouldworkhardtomakesurethatyoucanachievehighmarksanddowellinyourstudy.Secondly,youcanshowyourparentsthatcomputersreallybringusalotofconvenienceinourlifeandwilldogoodtoourstudy.Thirdly,youcanteachyourparentshowtousethecomputer.Inthisway,theywilllearnaboutcomputersandtheywillknowwhatyouaredoingontheInternet,whichwillnotworrythemanymore.Frommypointofview,weshouldcommunicatealotwithourparents.Onlyinthiswaycanwegetalongwitheachwell.Thepurposeofthisactivityistohelpallthestudentstoparticipateinthein-classactivities.Thistopicisquitefamiliartothemintheirlifeanditiscertainthatitwillarousethestudents’interests.(Ifthemultimediaisavailable,thisdesignisrecommended.)ShowthestudentspartsofthefamousTVshow“GrowingPains”,whichwasverypopularduringthe1960’sand1970’s.MakesurethatthepartsoftheTVshowselectedcanrepresentthecommonfamilyproblems.Afterwatchingit,theteachercanaskthestudentstodescribetheplot,makecommentsonwhathashappenedintheplay,analyzethecharactersintheplayanddiscusstheproblems,whicharesimilartowhathashappenedintheirowndailylife.Theteachercanstartbyaskingsomeofthefollowingquestions:HaveyoueverseenthefamousTVshow“GrowingPains”?Whatdoyouthinkoftheplay?Haveyouevertheexperienceofbeingleftaloneathomebyyourparents?Ifso,isthereanythingspecialthathashappenedtoyou?Doyouthinkthatyoucandealwitheverythingathomealoneandtakealltheresponsibility?Doyouenjoythepleasureofyourage?Ordoyouwanttobeanadultordoyouwanttogobacktoyourchildhood?Why?Doyouthinkthatyousufferalotofpainswhileyouaregrowingup?Whatkindofdifficultiesorworrieshaveyouevermet?Howdoyoudealwiththem?Doyouthinkthatyourparentsconsideryouasoneofthereliablefamilymembersathome?Ifnot,whatshouldyoudo?Thepurposeofthisistoattractstudents’interestandinspiretheirimagination.Theteachershouldgivemoreopportunitiestothestudentstoencouragethemtoexpresstheirownopinionsandideas.→Step3ReadingBrainstormingBeforethestudentsmoveontothedetailsofthisplay,askthemtohaveabrainstorming.Question:Whenwecometothetitle“GrowingPains”,whatdoyouthinkof?Sampleanswers:1.ItnotonlyremindsmeofthepainsIhaveexperiencedduringthepastyears,butalsocallsupthosegoodolddaysinmychildhood.2.ThistopiciswhatI’minterestedin.Igetalongwellwithmyparents.Butsomeofmyfriendsoftencomplainthattheirparentscan’tunderstandthem.Theyusuallyquarrelwitheachotherontheirstudyissues.ReadingstrategyBeforeaskingthestudentstofocusonreadingtheplay,theteachercanhelpthestudentstocometothereadingstrategyofthisunit.Theteachermaybeginlikethis:AsBacononcesaid,“Somebooksaretobechewed;somearetobeswallowed;somearetobedigested.”Thatis,whenwereaddifferentstylesandformatsofarticles,weusuallyadaptdifferentwaysofreadinginordertoknowaboutthemainideasofthearticlewithintheshortesttime.Forexample,inUnit1,wehavelearnttwoofthebasicreadingskills—skimmingandscanning.Askthestudentstodiscussdifferentwaystoreaddifferenttypesofarticles.Ifnecessary,theteachercanusethefollowingtable.StylesofarticlesWaysofreading(whattofocuson)AplayAnewsarticleAnadvertisementAnoticeAletterAbusinessletterAscientificarticleAninstructionAsurveyAstory...Afterthestudentshavefullydiscussedit,theteachercanaskeachgrouptogivetheiropinions.Possibleanswers:StylesofarticlesWaysofreading(whattofocuson)Aplayintheformofadialogue;characters;instructionsAnewsarticlewhat;when;where;who;how;whyAnadvertisementnoformalsentences;specificwordsAnoticewhat;when;where;who;howAletterfeelingofthewriter;forwhatpurposeAbusinessletterwhat;why;resultAscientificarticlepayattentiontothescientifictermsAninstructionkeywords;how;attentionAsurveyfigures;forwhatpurposeAstorywho;what;when;where;why;how...Theteachershouldguidethestudentstofocusonthewayofreadingaplay.Theteachercanaskthefollowingquestionstodrawthestudents’attention.Arethewordsorspeechesinaplayveryformal?Arethereanyinstructionsortipsincludedinaplay?Whatdotheinstructionsortipsdo?Doyouthinkyouhavetoreadaplaysilentlyorreaditoutloud?Thentheteachercanaskthestudentstofocusonthe“Readingstrategy-readingaplay”onpage23.Ifpossible,theteachershouldpointoutlikethis:Aplayhasauniqueformatandstyle.Mostplaysareintheformofadialogue.Alargeamountofcasualspeechisused,sometimeswithincompletesentences.Inordertohaveabetterunderstandingofaplay,weshouldreaditoutloudinsteadofsilentlyandwehavetopayattentiontotheinstructionsortipsincludedinaplay.Ifpossible,theteachercandrawthestudents’attentiontohowtogetthemainpointofaplay.Thatis,inasimplebutstrongplay,thereisoftenaconflictbetweentheGoodandtheBad.Theirproblemsandrelationshipsareoftentoocomplexforthecharactersthemselvestosolve.AlthoughthereadercanseewhichistheGoodandwhichistheBad,theplayisaboutthestrugglebetweenthem.Oftenahigher,wisecharacterisneededtofindthesolution.Insomeplays,theBadisoftenjustonesinglecharacter,withmaybeoneortwohelpers.TheGoodusuallyhastwoormorehelpersonhisside.Inatragedy,theGoodlosesandtheBadwins.Inacomedy,theGoodwins,andtheBadloses.Iftimepermits,thestudentsareencouragedtogivetheirownopinions.ListeningforinformationAskthestudentstoskimthepassageandfinishPartAindividually.Thenchecktheanswers.TheanswerstoPartA:1.Eric,Daniel,MomandDad.2.Theroomwasamess./Therewastrashallovertheplace.3.Spotwasill.ScanforinformationAskthestudentstoscantheplaytofinishC1andC2onpage24.ForC1,afterthestudentsfinishscanningthepassage,theteachercanasksomestudentstoreadthesentencesout,tellingthestudentstopayattentiontotheirtonesandintonations.Meanwhile,askotherstudentstopointoutthefeelingswhenthecharacterssaidthatintheplay.Suggestedanswers:1.Dadisreallyveryangrywhenhefindsthehouseinamess.2.Danielfeelsangrytoowhenheisdonewrongbyhisparents.3.Dadfeelsrelaxedandhappytogethome.4.Danielfeelssorryandhewantstoexplainittothem.5.Ericfeelssurprisedathisparents’comingbackearlyandalsoalittlebitfrightened.6.DadiscrosswithDaniel’sbehaviorandwantstopunishhim.7.MomisangryandisblamingDaniel.ForC2,theteachercanasktheindividualstudenttoreadeachsentence,andheorshecanaskoneoftheotherstudentstodecidewhetherthesentenceistrueorfalse.Ifitisfalse,lethimorhercorrectit.ReadformoredetailsAskthestudentstoreadtheplayasecondtimeandtellthemtopayattentiontothefactthattheplayhastwoacts,eachwithdifferentthemes.Encouragethestudentstoreaditoutaloud,withdifferentstudentsactingdifferentcharacters.Remindthestudentstoputemphasisontheinstructionsortipsoftheplayandencouragethemtothinkaboutwhethertheseinstructionsortipsarenecessaryandhelpful.Afterreading,askthestudentstofinishthefollowingform:CharactershappeningfeelingsreactionsDadandMomDanielEricSampleanswers:CharactershappeningfeelingsreactionsDadandMomarriveathomeearlierrelaxed,happytosurpriseboysroominamessveryangrytoshoutatboysdogtiredandhungrytoblameDanielmoneygonedecidetopunishDanielparents’misunderstandingangryandsadslamthedoor;hatethemEricparents’comingearlyfrightenedandsorrywanttoexplainallFurtherunderstandingofthisplayTohelpthestudentstoimprovetheirreadingskills,theteachercanalsoprepareseveralreadingcomprehensionexercisesforthestudentstodo.1.Thereasonwhythedogwalksslowlytothecoupleisthatthedog_____________.A.atetoomuchtowalkfastB.wasseriouslyillC.justreturnedfromalongwalkandwastiredD.wasgivennothingtoeat2.Whyweretheboysangry?ThereasonsareasfollowsEXCEPTthat_____________.A.theparentsdidn’tgivetheboysachancetoexplainB.theparentsdidn’tbelieveinthekidsC.theboyswereattackedbythedogD.theparentsthoughtthekidswereofgreatfault3.Thereasonwhythehousewassodirtyisthat_____________.A.SpotpulledthedirtyoutofthetrashcanB.thekidsforgottocleantheroomupC.theparentswerebackondayearlierthanexpectedD.thekidshadnotimetocleanit4.WhichstatementisTRUEaccordingtothetext?A.Theparentsthoughtthekidswouldactasadults.B.Ericslammedthedoor.C.Spotwasoneofthecouple’ssons.D.TheparentsaskedSpotsomethinginsteadofshoutingatthekids.Keys:1.B2.C3.D4.APlotoftheplayThistime,askthestudentstoworkingroupstodiscusstheplotofthisplayaccordingtothefollowingtable.Thepurposeofthisactivityistogetmorestudentsinvolvedinin-classactivities,aswellastohelpthestudentstoknowhowaplayisusuallyorganized,andhowaplaydevelops.Inthisway,thestudentswillformtheirownwaytowriteaplay.PlotoftheplayDescriptionBackgroundProblemRisingactionClimaxOutcomeIfthestudentsareuncertainaboutwhattodo,theteachershouldgivesomehints.Forexample:PlotoftheplayDescriptionBackground(informationaboutcharacters,time,andplace,etc.)Problem(conflictsbetweentwosides)Risingaction(whatcausestheincident)Climax(themostseriousconflict)Outcome(endoftheconflict)Sampleanswersofthedevelopmentoftheplay:Background:DadandMomgoonvacation.Twoboys,DanielandEricareleftaloneathome.Theyareaskedtolookafterthepetdog,Spot,aswellastheirhome.Problem:SpotgetsillandthetwoboysusethemoneyfordogfoodtotakeSpottothevet.Andtheydon’thavetimetocleanthehouse.Risingaction:WhenDadandMomcomebackhome,theyfindthattheroomisamess,andthedoglookstiredandhungry.What’smore,themoneyforthedogfoodisgone.Climax:DadandMomshoutatDanielangrilyandblamehimforhisnottakingresponsibility.Danielcan’tbearitandshoutsbacktohisparentsandrushesintohisbedroomandslamsthedoor.Outcome:(askthestudentsimaginewhatwillhappen...)GuessingthemeaningsofthenewwordsThemainpointoftheplayandsomeofthedetailshavebeenfurtherdiscussed.Now,it’stimetocometosomenewwordsintheplay.Askthestudentstoturntopage24,andcometoPartD1andD2.Askthemtofindthesenewwordsintheplay,guesstheirmeaningsfromthecontextandthenmatchthemwiththeirmeanings.(Givethestudentsseveralminutestofinishthispart.Thenchecktheanswers.)Toseeifthestudentshavefullyunderstoodthesenewwords,theteachercandesignsomeexercisesforthestudentstodo.Forexample,theteachercanaskthestudentstofillintheblankswiththesevenwords.(Askthestudentstofillintheblanksandthenchecktheanswers.)1.Ilivenearanairportandpassingplanescanbeheardnightandday,whichalmostdrivesme_____________.2.It’s_____________topointyourfingertoothersinthatcountry.3.IsyourfatherinBeijingon_____________oronholiday?4.Theboy_____________totheteacherthathewascaughtintheheavytraffictheverymorning.5.Everythinggotina_____________whenIgotthere.6.Adultsshouldlearnto_____________inkids.7.Thinkitoverbeforeyoumakeyourfinal_____________.8.Weare_____________tocometoourschoolbefore7a.m.everymorning.9.Yougotsuchalowmarkthistime.I’mafraidthatyourfatherwillnotletyougo_____________.10.ThisTVprogramwillmainlydealwithproblemsabout_____________.(Thiskindofexercisescanhelpthestudentstomastertheusageofsomeoftheimportantwordsinthisunit.Ifthestudentsfinditdifficulttodo,thentheteachercanaskthemtoworkinpairsfirst.)Sampleanswers:1.mad2.rude3.vacation4.explained5.mess6.trust7.decision8.supposed9.unpunished10.teenagersAfterthestudentsfinishthisexercise,theywillbeaskedtocometoPartE.ThispartisaconversationbetweenMomandDaniel.Remindthestudentsthatthisistheoutcomeofthisplay.(Askthestudentstoreadouttheiranswers,andcheckthem.Givesomeexplanationsifnecessary.)In-classactivitiesDifferentin-classactivitiesareveryimportantinlearningEnglish.Theplayhasbeentalkedaboutalot.Mostofthestudentsmusthavemasteredtheplaywell.It’stimeforthemtopractice.ThefollowingstepsaredesignedforthestudentstopracticetheirspokenEnglish,toconsolidatewhattheyhavelearnt,toenlargetheirknowledgeandtoimproveotherabilitiesinlearningEnglish.PracticeA(actouttheplay)Thestudentscanbedividedintoseveralgroupsandaskedtoactitout.Acompetitioncanbeheldtoseewhichgroupisthebest.Theteachershouldadvisethestudentstoimitatethetonesandintonationsofeachcharacterwhilereading.Remindthestudentstopayattentiontotheinstructionsandtips.PracticeB(addanendingtotheplay)Askthestudentstousetheirimaginationandthinkofanendingoftheplay.Thestudentsareencouragedtohaveadiscussioningroups.Theteachermaygetthestudentstostartbyaskingthefollowingquestions:DoyouthinkEricandDanielwillexplaintotheirparentswhathashappened?Orwilltheparentsgoandaskthetwochildrenwhathashappened?Supposeyouwereoneofthetwochildren,whatwouldyoudo?Wouldyoustaysilentorwouldyouofferanexplanationtoyourparents?Whichisabettersolutioninyouropinion?Afterthediscussion,theteachercanaskdifferentgroupstoactouttheirplays.Ifpossible,makesomecommentsontheirperformances.Onepossibleending:Mom:Daniel,Ineedtotalktoyouaboutyourbehavior.DadandIrealizethereisprobablyanexplanationforwhythehouseissodirty,butyoushouldn’thaverunoutoftheroomandslammedthedoorlikethat,whichreallymademeverysad.Daniel:Mom,I’msorry,butIwassoangry!YouwantmetoactlikeanadultbutyouandDadtreatmelikeachild.Ifeelthatyoudon’ttrustme,whichmademedepressed.Whydidn’tyoujustaskmewhathadhappened?Mom:Well,Iknowthatgrown-upsaresupposedtomakegooddecisionsbutsometimeswemakemistakes.Wewereangrytoo.Noneofusstoppedtothinkandweshouldhave.Ishouldhavecalmeddowntolistentoyourexplanation.That’smyfault.Canyouexplaintomenowwhythehousewasamessandwhatyoudidwiththecashweleft?Daniel:Spotwassick,Mom.EricandIdidn’twanttocallyouandDadonyourvacation,soIusedthemoneyyouleftandsomeofmyowntotakehimtothevet.Westayedthereandwaitedforhimallday.Thatiswhywedidn’thavetimetocleanthehouse.PracticeC(retelltheplay)Askthestudentstoretelltheplay.Theteachermaystarttheactivitybythefollowinginstructions:Supposeyouareoneofthecharactersintheplay,retellthestory.Sampleretelling:Dad:MywifeandIwentonvacationlastweek.Beforeleaving,weaskedoursons,DanielandErictolookafterourhouseaswellasourpetdog,Spot.Theypromisedtheywoulddoaswetoldthemto.Wealsoleftthemsomemoneytobuydogfood.WedidthinkthatDanielisoldenoughtotaketheresponsibility.Buttoourgreatdisappointment,whenwegothomeonedayearlier,weweresurprisedtofindthatourhousewasamess,thatthedoglookedtiredandhungryandthatthemoneyforthedogfoodonthetablewasgone.Ireallyfeltveryangryw