牛津译林版必修1优质教案全套

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Unit 1 School Life
Welcome
Aims and requirements
Read a magazine article about school life in the UK and two other articles about school clubs
Listen to a headmaster talking about school activities
Discuss daily school life with your class partner
Report your school activities to your class teacher
Write a notice about school activities
Make a poster for a new school club
procedures
●Welcome to the unit
Step 1: Brainstorming

It’s the beginning of a new term. You have just finished junior high and are about to enter a new period in your studies. I am very happy to have all of you in my class and I hope we can be friends. I can see that some of you are eager to know what studying at senior high will be like. Will it be different from junior high Well, there are certainly many differences between junior high and senior high, but there are also some things that are the same in every school in China. What about schools in other countries Do students learn differently and have different experiences Are schools all over the world the same
This is the subject of our first unit. Today we are going to look at schools in the United Kingdom and try to work out if they are the same or different from schools in China. Here are four pictures that show some aspects of school life in the UK. Please look at the pictures, read the instructions and try to determine the differences between schools in China and the UK.
Step 2: Discussing and practicing
Let’s have a discussion for several minutes.(The teacher can use the following contents to help students.)
Huge campus and low-rise buildings: In the United Kingdom,we can see huge campus and low-rise buildings in this picture. It is the biggest difference from schools in China. Schools in China usually have a large enough campus to make sure students have enough space to study and play in. But most school buildings are taller, at least three storeys.Lockers for every student: In the United Kingdom, there are rows of lockers by the classrooms for students to put their stationery, books, exercise-books and other belongings.In China students bring what they need for lessons to school and then take it all back home after school. Most schools in China do not have the equipment in the classroom.Fewer students in each class:In the United Kingdom, there are fewer students in a class, no more than 30 per class.In China, There are usually more students in high school, perhaps 50 to 60 per class. Recently some schools are beginning to limit the number of students in each class.At ease with our teacher:In the United Kingdom, students have a close relationship with their teachers. They feel at ease and comfortable with them.It is similar in China. Nowadays, lots of teachers and students have established a good relationship with each other. They respect each other and work to gain a better understanding of each other.
Now try to combine your own school experiences with knowledge gained from this text and other sources, so that you can participate fully in the discussion.(Give students a couple of minutes to talk about the following three questions.)
1. Do you know any other differences between the lives of Chinese and British high school students
2. What kind of school activities do you enjoy
3. What is your dream school life like
Now in groups exchange your opinions and everyone is supposed to speak out your idea. Each group will then report your conclusions to the whole class.
Word power
Boys and girls, we have dealt with the differences and similarities about school life between China and UK. I think you have had a better understanding of the reading material. Do you like your school life Here are some pictures for you to appreciate.

What can you see in the picture Which aspect or factor attracts you most and causes you to study in our school
(beautiful night scene, teaching buildings and two marble statues. They reflect how beautiful our school is. We students in our school can be encouraged to study better and harder with such beautiful and meaningful surroundings)
Today we will come to Word Power.This section deals with words and expressions related to school facilities. Familiarize yourselves with the school facilities and review expressions of asking and answering the way. Parts A and B involve activities that aim to activate your relative prior knowledge. Part C is designed to reinforce the vocabulary involved in Parts A and B. Part D aims to expand and evaluate your vocabulary by doing a matching exercise.
You are not only to expand your related vocabulary but also to apply them in practical usage.
Step 1: Brainstorming
1. Thinking about the following topic:

School plays an important part in children’s growing-up. When you finished your junior study, your parents and you all had a careful and thoughtful consideration about which senior high school suited you best or which senior high school could give you the best education and provide the best environment. So can you tell me which aspect or factor attracts you most and causes you to study here (The teacher encourages students to express genuinely about their choices.)
2.Recalling the first day to school
Do you still remember the first day you came to this school How did you find your way around
Usually, if you don’t know your way, what will you do Do you ask others for help Now think about the patterns you learned in junior high.
Excuse me, can you tell me the way to... Excuse me, which is the nearest way to... Excuse me, how can I get to/arrive at/reach... Turn right/left, and walk straight on. At the end of the first/second crossing, you will find it on your right/left. You can’t miss it.Walk towards/past…and then walk between..., and you will find…at the end of the road.
3. Dealing with the map
Focus on the map first and familiarize yourselves with each building. Now read Wei Hua’s thoughts carefully and mark her routes on the map. Pay attention to Wei Hua’s expressions and try to learn the usage of these phrases.
Step2: Vocabulary learning
1. Dealing with B
Deal with Part B individually according to the instructions and write a description of the quickest way to get from the dormitories to Classroom 4. Then report your answers to the class.
Sample answersIf you are standing at the door of the dormiories, first turn right and go past the medical centre and the gym, then turn left and walk until the end of the road. Classroom 4 is on your left.(If possible, the teacher can design some similar exercises to the one above for students to practise. For example, the teacher can ask students to mark the shortest way from the science laboratory to Classrooms 16-25. This exercise aims to help students to use proper expressions while finding the way.)
2. Dealing with A and B for homework
Deal with Part A on page 85 in Workbook. After reading the letter, you will know how to write a note to indicate the way to somewhere. (Part B as homework)
3. Dealing with C
Read Part C and complete it. You’d better consult each other or the dictionary whenever you have a problem before consulting me. Then report your answers. Pay attention to your pronunciation and spelling.
AnswersC. (1) car park (2) classrooms (3) library (4)labs (5)gym (6) swimming pool (7) dormitories (8) medical centre (9) canteen
4. Dealing with D
Have ever been to a gym If not, try to imagine what kinds of equipment are usually provided in a gym and why gyms are popular nowadays.
( a. The teacher can play some videos for students to watch and meanwhile teach them how to say these pieces of equipment in English. Then ask students to finish Part D.
b. If possible, take students to a gym to have the lesson. While teaching, the teacher can invite students to do some performances on the equipment and meanwhile the teacher instructs students in English how to use this equipment.
c. Ask students to discuss the following questions: Do you think having a gym is an important factor for students when choosing a school Why are more and more key schools spending a large amount of money in improving their school facilities Do you think it is necessary for all schools to have this kind of equipment )
Answers D (4) beam (7) barbell (1) climbing bars (6) basketball court (2) rings (8) mat (3) dumb-bell (5) skipping rope

Answers to Part B (page 93)Dear Mickey,I came to see you but you happened to be out. I’d like to invite you to visit me at school when you have time. Here’s how to get to my dormitory.When you get to the school gate, you’ll see the playground in front of you with the gym on the left and three classroom buildings on the right. Go toward the gym. Then, walk along the road between the playground and the gym. Go straight ahead, pass the library and the teacher’s office until you reach a small river. Take a right turn to get to the bridge. After you cross the bridge, you’ll see three buildings ahead. The one in the middle is our canteen. The two buildings on either side of the canteen are the dormitories. The one on the left is Dorm 1.That’s where I live.See you soon.Andy

Resources School facilities are an important part of school construction and development. Sometimes, the school will allocate a large amount of funds for redecorating school buildings, buying new pieces of equipment and making the whole school environment safer and more pleasant. For more information, you can visit the following website:http://www. /html/fitness/ today/
●Project Starting a new school club
Everybody, please look at a picture on the screen. Do you know what the girl student is doing (She is broadcasting.) Yes. Does your school have such a radio station/club What does it often do usually

The project in this unit is designed to help you use English through doing a project. The two reading materials about school clubs here are samples for you to learn how to develop after-school activities and form a school club. Try to design a poster advertising a new school club.
You’re supposed to use what you’ve learned to finish a project by working together. You may discuss what club you’d like to start, and what each of them will do. Search for some information, do some writing and drawing. To make an attractive poster, you are expected to cooperate to complete each part of the task.
A
Read the first passage about a school radio club run by students themselves. Find out as much information as you can about the radio club.
Who started the radio club (Kate Jones, the writer) When was the radio club started (two years ago)Why was the radio club started (CD players were not allowed in school; to play music during break time) What does the radio club do every morning: (tell about the weather, the recent news, special messages the teachers want to broadcast) during exam time: (the special programme telling students what they should and shouldn’t do) at the end of the school year: (graduating students giving messages to their friends and teachers) when parents come: (playing songs sung by students, special messages to inform people about events)
Find out as much information as you can in the second passage about the school club.
the name of the school club: (Poets of the Next Generation)Who started the school club (Mr Owen, the English teacher) When do the members of the school club meet (the last Friday of every month)What do the members of the school club do (talk about poems and poets they like, select poems, read out aloud, write poems and read out)
Choose the best answer according to the reading material.
1. What was the school radio club started for at first
A. To inform teachers in school of important things.
B. For playing music for everyone during break time.
C. To broadcast special messages.
D. For students to learn English by listening to radio.
2. Which of the following is not included in the programmes of the school radio club
A. How to go on diets and keep slim.
B. Special messages to students by teachers.
C. Songs sung by students.
D. Advice to students on preparations for exams.
3．Which of the following statement is not right according to the project
A. The radio club can not only be helpful to students but also can keep parents informed of school events.
B. I, as one of the club hosts, like the club very much.
C. The club is much more than just music.
D. Although I have graduated from school, yet I miss the club and often visit it.
Keys: BAD
What do you think about the two articles Whether you would like to start a club to do something you’re interested in
Now let’s deal with Part B1 on page 87 in Workbook to know better how to use the useful phrases in the two passages.
Read Part B2 on the same page to identify the different usages of talk, tell, speak, say and read.
(To review the words and sentence patterns in this unit, you can do Parts D1 and D2 on page 89 in Workbook as your homework, and design a poster.)
B
Enjoy a poster, please.Two questions to answer.
1. What does the poster consist of
2. How does it attract its viewers
Planning
Work in groups of four. Discuss and choose what school club you’d like to start in your class or school. Divide the tasks among group members. Fill in the blanks in this part.
Preparing
Members responsible for different tasks should make preparations and answer the questions in this part. Then you can meet, discuss and select from the information found.
Producing
Those who are making the poster will draft the poster based on all the ideas from the group’s research and discussion. When the poster is finished, each group member should read it carefully and give suggestions to make it more attractive.
Presenting
Now time to present your posters to the whole class. Talking about your club and display your posters in the classroom so that other students choose which school club they would like to attend.
AnswerPart B1 (p87)1 reads out 3 such as 5 is allowed to 7 gives to2 inform of 4 are required to 6 making preparations for 8 much more thanPart B2 (p87)1. talk 3. tell 5. said 7. say talked talked 9. read2. read spoke 4. speak 6. speak 8. toldPart D1 (p89)1. exciting 3. achieving 5. selected 7. attend2. prepare 4. clubs 6. Literature 8. experiencePart D2 (p89)1. I think the best way to protect the environment is to plant more trees.2. Going to the park for a picnic on the weekend sounds like a good idea.3. In summer holidays he spent most of his time surfing the Internet.4. The girl who used to be a model is now a famous actress.5. Talk to her more, and you will find that she isn’t as bad as you thought she was.6. As it was getting dark, I decided to find a place to stay.7. “Stop shouting! You are giving me a headache,” said mother angrily.8. Though it is difficult to improve your handwriting in such a short time, you should still keep practising.Part A (p90)1. It will help them feel like part of a group and also it will make the school’s sports teams feel proud.2. To gain knowledge.3. Because they are comfortable and do not need special care.4. He thinks they look very boring.5. No. He thinks that students could wear their leisure clothes outside of school.Part B (page 91)1. They have to pass the SATs, complete application forms and write letters to the colleges.2. She can help students choose a good college.3. Because students do not study the same subjects.4. They might go to school early to use the Internet service and they might stay late if they have after-school activities to go to.5. Participating in various after-school activities.
●Task Reporting school activities
As we all know, there are various school activities for students to attend. What school activities do you often have Can you name some This section consists of a series of activities which provide you with opportunities to practise your language skills of listening, reading, speaking and writing. It is divided into three steps, and each step is preceded with a skills building activity. Through the three steps, you will learn to solve a practical problem in your daily life--how to talk about school activities and how to write a notice about a school activity.
Skills building 1: understanding a programme
Suppose you are monitor of a class and you are to plan and arrange a class meeting for parents to visit your school. What will be informed your classmates of about the class meeting That is to say, what will be included in your plan
Here you can find out what a programme usually includes when you read the guidelines and you will know what you should notice when you are listening to someone talking about a programme.
1. Read the five points in Skills building 1 on page 12. Write down the names of months and the seven days of a week in abbreviations. For example, 2nd/2 Feb; 5th/5 Mar; 3rd/3 Aug; 21st/21 Oct; 30th/30 Nov; Mon; Wed; Tue; Fri; Sat
2. Listen to the tape and finish the timetable on page 12.
TapescriptReporter: Good morning, Mr Gu. What’s your programme like for next week Scientist: On the twenty-first of October, that’s Monday, I will visit your school, Datong High School, at nine thirty in the morning, I will give a talk to the whole school. At a quarter to one in the afternoon on the twenty-second, I will attend an important school assembly at Guanghua High School, and I will go to the school concert at Xiangming High School at six p.m. on the twenty-third.Reporter: Wow. You are really busy. I look forward to seeing you again on Monday.
Answers:
Date Day Time Venue Activity
21st Oct22nd Oct23rd Oct MonTueWed 9:30 a.m.12:45 p.m.6:00 p.m. Datong High School give a talkattend an important school assemblygo to the school concert
Step1: completing a timetable for a school programme
This part is designed to help you develop your listening skills by listening to a talk given by the headmaster about a school plete the programme according to what the headmaster says. Identify the times, venues, subjects of some talks and who the speaker is.
1. Read the guidelines on page 13 to know what you’re to do and then read the timetable to get a general idea about the talk.
2. Listen to the tape and complete the timetable individually. We’ll then check the answers.
TapescriptHeadmaster: Next month we are going to have several talks. We have invited eight people withdifferent jobs to give us talks on different subjects. Each class can choose up to five talks according to your class timetable. Monitors, you have to make sure you understand when and where each talk is to be given. You also have to be sure about the subjects and who the speakers are and then report to your class. First of all, we have a famous writer coming on Friday, the eighth of October. He is going to talk about how to read a novel. The talk will be held in Room Two-o-one, Building Four, beginning at one twenty in the afternoon.At two fifteen on Monday afternoon, the eleventh of October, a fireman is going to talk about fire prevention, in Room Five-o-three, Building Three. A student from the USA is going to talk about school life in the USA on Wednesday, the thirteenth of October. The talk will be held at three p.m.We have invited ...Monitor 1: Excuse me, Mr Liu, where is the talk about school life in the USA going to be held Headmaster: Oh, yes. It’ll be held in Room Four-o-four, Building One.Mornitor 1: Thank you.Headmaster: OK. On Tuesday, the nineteenth of October, we have invited a scientist to talk about outer space in Room One-o-five. Building Two, at eight o’clock in the morning.Monitor 2: That’ll be interesting.Headmaster: I’m glad you like that idea. Now, let’s carry on. A doctor is going to talk about fighting AIDS at half past two in the afternoon on Thursday, the twenty-first of October, in Room Three-o-six, Building Four. A newspaper reporter from Football Weekly is going to talk about famous football players, at one twenty p.m. on Friday, the twenty-second of October in Room Two-o-four, Building Three.Monitor 3: Is it about football players in China Headmaster: Not only that. It is about football players around the world.Monitor 3: Great!Headmaster: Now let’s go on. A policeman is going to talk about traffic signs at ten past __on the morning of Wednesday, the twenty-seventh of October, in Room Four-o-one, Building Two. Now the last talk. The subject is Australian pop songs. It’ll be given by a famous singer at ten a.m. on Friday, the twenty-ninth of October, in Room Three-o-three, Building Four. Is everything clear Monitors: Yes!
Answers
Date Day Time Venue Subject Speaker
8th Oct Fri 1.20 p.m. Room 201,Building 4 How to read a novel famous writer
11th Oct Mon 2.15 p.m. Room 503,Building 3 Fire prevention fireman
13th Oct Wed 3 p.m. Room 404,Building 1 School life in the USA USA Student
19th Oct Tue 8 a.m. Room 105,Building 2 Outer space scientist
21st Oct Thur 2.30 p.m. Room 306,Building 4 Fighting AIDS doctor
22nd Oct Fri 1.20 p.m. Room 204,Building 3 Famous football players newspaper reporter
27th Oct Wed 10.10 a.m. Room 401,Building 2 Traffic signs policeman
29th Oct Fri 10 a.m. Room 303,Building 4 Australian pop songs famous singer
Skills building 2: comparing information
You’ll learn here how to compare information before you make pare all the information in a list to find the name of a history book after reading an e-mail.
1. Read the two points about comparing information on page 14 before making decisions. (Words on the blackboard: Read all the information carefully. Make as many comparisons as possible.)
2. Read the guidelines to make sure you know what to do. Read the list of the seven books.
(Words on the blackboard: The title: The price: The year: The writer:)
Compare the list of the seven books and the information given in the letter to find the clues needed.
3. Fill in the form on the blackboard.
The title: with the word DynastiesThe price: having the figure 8The year: after 2000The writer: a famous professor
Can you find the book now
Answer 7-8976-9374-8/K :
Step 2: Reporting to your class teacher
The activities in this part are designed to improve your speaking skills after you have compared the class timetable in this part with the school programme on page 13.
Choose five talks according to the class timetable. Then work in pairs to make a dialogue about the talks you’ve chosen.
1. Read the guidelines in Part A, and point out what classes you can skip to attend the pare the timetable with the one on page 13, so that you can find the talks to attend.
A. Talks that we can attend:1. Fire prevention 2. Outer space 3. School life in the USA 5. Australian pop songs
2. Read the guidelines in Part B on page 15 and work in pairs talking according to the programme timetable on page 13 and the notes in Part A.
B Sample answersClass teacher: Hey Monitor, there will be quite a few talks next month in our school. Have you chosen some for our class Monitor: Yes, I think we can attend as many as five talks.Class teacher: Good. When is the first talk for our class Monitor: The first one will be at 2.15 p.m., 11th Oct. It’s Monday that day. We can skip games to attend it.Class teacher: What is the subject of the talk Who is giving the talk Monitor: Fire prevention by a fireman.Class teacher: Where is the talk to be held Monitor: In Room 503 Building 3.Class teacher: What about the second talk When will it be held And what is it about Monitor: I think most of us will be very interested in this talk. It’s about school life in the USA. It will be give on 13th of next month. The time is 3 p.m.Class teacher: Hm, it’s our self-study period. The talk is sure to be given by a USA student, right Where shall we go to listen to it Monitor: The talk will be given in Room 105, Building 2.Class teacher: On Tuesday morning we have our Chinese library class. Is there a talk for our class Monitor: Certainly. On the morning of 19th, that’s Tuesday, there is a talk about outer space at 8 a.m. in Room 105, Building 2. This subject is very popular these days. Many of us are eager to know more about outer space.Class teacher: What about the fourth one Monitor: It’s on Thursday, October 21st. The subject of the talk is fighting AIDS. It’ll be given by a doctor in Room 306, Building 4.Class teacher: OK. Now the last one. When will it be Monitor: It will be at 10 on Friday morning. The date is 29th. It’s our class-meeting period. And I think everyone in our class will be interested in it.Class teacher: What’s the subject Monitor: Australian pop songs. It’ll be given by a famous singer.Class teacher: Where will it be held Monitor: In Room 303, Building 4.
Skills building 3: writing a notice
Here you’ll read about what a notice is and what you should pay attention to when you’re writing a notice. You’ll read a notice by a school librarian and find all the important information in it.
1. Read the first part in Skills building 3 to learn what a notice is and pay attention to the three points when writing a notice.
2. Read the notice given by the school library and point out the important information in the notice.
The important information: Event: library closed Time: next Wednesday to Friday, 16th to 18th November Reason: for the sports meeting When to reopen: Next Saturday, 19th November The new opening hours: Monday--Friday: 8 a.m.--6 p.m. Saturday & Sunday: 10 a.m.--5 p.m. Public holidays: closed Person that gives the notice: Zhong Shengxiao, a staff member of the school library
3. Talk about how to make a notice attractive. (written in big and colour letters, and use one or two pictures or photos, etc.)
Step 3: informing your classmates
In this part you are asked to write a notice to inform the class about the talks you’ll attend.
1. Read the guidelines in Step 3 on page 17, so that you know what to write in the notice.
2. Write a notice about Talks in October.
Possible versionNoticeTalks in OctoberI am happy to inform you that in October we are going to attend five interesting and instructive talks. I think we will learn a lot of information. Read the following to get some detailed information about the five talks.DateDayTimeVenueSubjectSpeaker 11th OctMon2.15 p.m.Room 503,Building 3Fire preventionfireman 13th OctWed3 p.m.Room 404,Building 1School life in the USAUSA Student 19th OctTue8 a.m.Room 105,Building 2Outer spacescientist 21st OctThur2.30 p.m.Room 306,Building 4Fighting AIDSdoctor 29th OctFri10 a.m.Room 303,Building 4Australian pop songsfamous singer
Reading School life in the UK
Step 1: Lead-in

Do any of you happen to have had the chance to go on a tour in the UK or have taken part in some exchanging programmes Please bring some photos to school to pass them around and make brief descriptions of the photos. You can use the information to discuss the difference and try to think of the reasons for these differences.
Step2: Fast reading for general ideas
Go through the passage as quickly as possible and try to find answers to the three questions in Part A. You need only focus on and identify the most important information.
1.How long did Wei Hua stay in Britain (For one year )
2.What was the name of Wei Hua’s Class teacher (Mr Heywood)
3.What did Wei Hua make in her Woodwork class (A small table)
Step 3: Detailed reading for important information
1. Dealing with C1 and C2
Now reread the passage and complete Part C1 and C2 individually. Questions in Part C1 are to check your ability to read and locate specific information. Statements in Part C2 serve as a strengthening activity for your comprehension of this passage.
Answers C1 1. School begins at around 9 a.m. 2. 293. Because all the homework was in English 4. She had an extra French class5. Lots of desserts 6. ManchesterC2 1. T 2. T 3. T 4. F 5. F 6. T 7. F
2. Dealing with specific aspects
Go through the article first and find out what topics are covered in it.
Some aspects that reflect school life in the UK are mentioned in Wei Hua’s letter. Try to find out what specific aspects are mentioned and then fill in the form with relevant information.
Are the following aspects of school life mentioned in the article
teachers, classmates, friends, subjects, homework/assignments, grades, timetable, activities, school facilities, host family, food, hobbies, customs, traditions, festivals
3. Focus on the two exercises
Now we’ve found out the most important information and got the main idea of the article. But I’m curious about the reading method you use when reading the article. Can you tell me how you find the main idea in such a shorttime Do you think you have to read the whole article slowly and carefully in order to get a brief understanding of it
4. Dealing with D and E
Complete Parts D and E individually first and then we’ll check the answers together. Part D helps you comprehend the meanings of the words from the context and match them with the correct definitions; while Part E is a letter from a British student who wants to make friends with Wei Hua. You’ve got to first understand the letter and then fill in the blanks with proper words.
Answers D 1 d 2 g 3 a 4 e 5 b 6 c 7 fE (1) experience (2) Literature (3) desserts (4) headmaster (5) different (6) life (7) preparingAnswersPart A1 (page 86)1 enjoyable 3 challenging 5 fun 7 exciting2 experience 4 e-mails 6 drop 8 helpfulPart A2 (page 86)1 with 3 like 5 On 7 at2 to at 4 to at 6 for about 8 On on
Step 4: Post-reading
1. Suppose you have a chance to interview Wei Hua. Apart from the things you have been told, what other information would you like to know about her life and study in the UK (The teacher can fire students’ imagination with the following)
So far we ourselves haven’t had the opportunity to go abroad to experience a foreign way of life. We are very happy today to have a student here who has just finished one year of study in the UK. Now you can all ask her some questions.
2. Suppose you are asked to write an article about the differences between high schools in the UK and in China. What kinds of differences will be dealt with in your article ( The teacher can give some hints if necessary: timetable, subjects, teachers and students, size of the classroom, campus, school facilities, atmosphere, teaching methods, school rules and principles)
3. Write a summary of the article written by Wei Hua.
4. Read the two articles in Reading on pages 82 and 83 in Workbook and answer the questions below them, so that you can find more about school life in other countries. (They can also do this as their homework.)
5. For the article in Part A, more questions will be asked to test your understanding of some new words. For example: What does the phrase school uniforms mean What kinds of clothes are fashionable What clothes are leisure clothes
6. For the article in Part B, I’ve got two sentences for you to finish.
1) When you are taking SATs, you will .
A. have to find answers to some math questions only
B. only solve some problems
C. be chosen by the best colleges
D. be tested on some math questions as well as some problem-solving questions (D)
2) A special counselor is a person .
A. who wants to go to a very good college
B. who works in a high school to help students choose suitable colleges to go to
C. who works in a college or a university to help high school students choose suitable
colleges to go to
D. who writes letters of application to colleges for high school students (B)
7. Please do Parts A and B of Listening on page 84 in Workbook, then fill in Part C according to what you’ve heard on the tape. (or leave as homework)
Answers Parts A and B (page 92)I: 1 fifteen 2 English Maths 3 basketball 4 jumpingDad: 1 letters 2 book 3 computerAustralian students: 1 Maths Science 2 friendly tallPart C (page 92)1 English 3 book 5 basketball 7 letters 9 computer2 Maths 4 jumping 6 tall 8 friendly
● Grammar and usage
(Introduction to attributive clauses)
Do you know the boy Do you like him Have you ever heard of him Yes. Harry Potter. He is a brave boy. He is a boy with glasses. Do you know the meaning here Here is another sentence to describe Harry Potter. He is a boy who is brave and wearing glasses. Can you translate this sentence into Chinese Do you know what the underlined is called in English grammar Today we will deal with attributive clause.

The grammar item in this unit deals with attributive clauses. We’ll first learn about what an attributive clause is and the functions of relative pronouns and relative adverbs used to introduce attributive clauses. Then we’ll learn the different usages of relative pronouns.

Step 1: Introduction to attributive clauses
An attributive clause is used to modify a noun and is usually put after the noun. You’re to learn different functions of relative pronouns or relative adverbs used in attributive clauses.
1. Words on the blackboard:
an enjoyable experience, best friends, the rules of the school, the article about your experiences in the UK
Read these phrases and point out the noun, the adjective or the prepositional phrase in each of them to make sure you know what nouns, adjectives and prepositional phrases are.
We usually use a noun after a preposition, and the preposition together with the noun is called the prepositional phrase.
Decide what the function of an adjective or a prepositional phrase is in these examples. Then translate them into Chinese, and compare the different ways to express the same meaning in English and in Chinese.
2. Going over Point 1 on p8
Nouns can be modified by adjectives, prepositional phrases or attributive clauses. Pay special attention to the different positions of the adjective (usually before nouns), the prepositional phrase or the attributive clause (after nouns).
Now let’s look at the sentence on the blackboard: The team who were wearing green won the game.
The team here is the antecedent (the noun which an attributive clause modifies), who is a relative pronoun introducing the attributive clause who were wearing green, in which who refers to the team and is used as the subject in the attributive clause.
Attributive clauses are usually introduced by relative pronouns or relative adverbs, and their functions in the clause are different.
Read the example sentences in Point 2 and find out what function of the bold part in each sentence is. Then point out the attributive clause in each sentence and translate the whole sentence into Chinese, so that you can compare the different ways in which the attributive clause is expressed in English and in Chinese.
Read the article on page 9. Make sure you can identify the attributive clauses. Point out the antecedent, the relative pronoun or the relative adverb and its function in each sentence. Then translate the sentences into Chinese so as to compare the differences.
3. Dealing with Part C1 on page 88 in Workbook to identify attributive clauses.
AnswersParagraph 1：David was one of the most helpful students that we ever had.(The antecedent: the most helpful students; the relative pronoun: that, used as the object in the clause)In 1998, he went to Oxford University where he got interested in Chinese culture. (The antecedent: Oxford University; the relative adverb: where, used as the adverbial in the clause)Paragraph 2: Some of the cities in China which he likes most are Beijing, Shanghai, Harbin and Nanjing. (The antecedent: some of the cities; the relative pronoun: which, used as the object in the clause)Most of the students that he taught have become his friends. (The antecedent: most of the students; the relative pronoun that, used as the object in the clause)Paragraph 3： Some of the books were gifts that he got from his Chinese friends and students.(The antecedent: gifts, the relative pronoun: that, used as the object in the clause)The paintings that David donated to the school are being displayed in the assembly hall. (The antecedent: the paintings; the relative pronoun: that, used as the object in the clause)
AnswerPart C1 (page 88) 2 4 5 6 7 9


Step2: Relative pronouns: that, which, who, whom and whose
Here I’d like you to know in what circumstances that, which, who, whom or whose is used, or can be left out.
1. Read the three sentences in Point 1 on page 10 and point out the antecedent in each sentence. ( the story, the cake and the book, all of which refer to things. ) When the antecedent is/are a thing/things, we usually use the relative pronoun that or which to introduce the attributive clause.The function of that/which in the attributive clause is the object.
2. Read the three sentences in Point 2 and point out the antecedent in each sentence. (a friend, the girl and the teacher.) When the antecedents are people, an attributive clause is often introduced by who. Who is used as the subject in the clause. From Tip box, we know that can also be used to refer to a person/people.
3. Now let’s come to Point 3. The antecedents in the two sentences are the teacher and the student. whom or who is used as the object in the attributive clause. In such case, who is more usual in oral English, while whom is more formal and often used in written English.
4. In Point 4, the antecedents in the three sentences are all the birthday presents, something and the girl. all the presents and something refer to things, and the girl refers to a person. The relative pronouns that/which and that/who/whom are all used as the objects in the attributive clause and can be left out.
5. Read the following sentences:
She has a brother. I can’t remember his name.
What does the word his refer to (the brother’s.)
She has a brother whose name I can’t remember.
Point out the antecedent here and make sure what the function of whose is in the attributive clause.
In Point 5, whose in the first sentence refers to the girl’s and the club’s in the second sentence. When the antecedent functions as an attributive in the clause, whose is used and it should be used before a noun.
6. Complete the conversation on page 11 individually. Then read it in groups of three to check your answers.
Answers(1) that/ which (2) whose (3)who/ that (4) who/ whom/ that(5) that/ which (6) that/ which (7) who/ that (8) that/ which (9) who/ that
7. Deal with Part C2 on page 88 in Workbook to get more practice in how to form an attributive clause in a sentence.
AnswersPart C2 (page 88) 1. This is the school where/in which I studied five years ago. 2. In this school there are about 30 foreign students who/that have come to study the Chinese language. 3. These students whose parents have come to China for business like the school very much. 4. The teaching building that/which was put up last year looks nice. 5. The man who is standing in front of the school library is the headmaster. 6. Next to him stands a girl whose name is Tina. 7. Tina is a top student (who/whom) the school gave a medal to for winning the writing competition. 8. Tina likes reading the novels which/that are written by Charles Dickens. 9. Tina is the host of the school’s radio club that/which started was 2 years ago.10. Students like the school news (that/which) the radio club broadcasts.

Resources1. Students may want to know more clearly about the usage of relative pronouns. A table can be used to explain as below:Relative pronouns used in attributive clausesAntecedentSubjectObjectPossessiveNote personswho/thatwhom/who/thatwhoseA relative pronoun can be omitted when it is used as the object in an attributive clause thingswhich/thatwhich/thatwhose/of which 2. To understand attributive clauses better and use them correctly, students should be able to identify which word is the antecedent and know what it functions as in an attributive clause, so they can use a proper relative pronoun to introduce an attributive clause. Here are more examples:The girl who/that is standing next to our teacher is her daughter.The girl (whom/who/that) our teacher is talking with is her daughter.The girl whose mother is from Britain can speak English very well.I can’t find the book which/that is borrowed from the library.I can’t find the book (which/that) you lent to me.Have you read the book whose author/the author of which is a high school student I used to study in a classroom whose windows/the windows of which were all broken.Sometimes the antecedent can be a pronoun, such as someone/sb., anyone/anybody, everyone/everybody, no one/nobody, sth, anything, everything, nothing, all, those, etc.

高考链接1.Is this the reason ______ at the meeting for his carelessness in his work (2002上海春)
A. he explained B. what he explained
C. how he explained D. why he explained 2. Recently I bought an ancient Chinese vase, _____was very reasonable. (2000上海)
A. which price B. the price of which C. its price D. the price of whose
3. My friend, who ______ on the International Olympic Committee all his life, is retiring next month.（2006浙江）
A. served B. is serving C. had served D. has served答案：1-3 ABD
Unit 2 Growing pains
Part One Teaching Design
Aims and requirements
Read a play about an American family and two letters
Listen to a radio talk show
Talk about problems common to teenagers
Present a dialogue
Write an advice letter
procedures
●Welcome to the Unit
Step 1: Brainstorming
1. Do you love your parents Do you think you show respect to your parents
2. Do you sometimes quarrel with your parents How do arguments usually happen Will you give examples of kinds of problems you sometimes have with your parents.
Some parents may interfere in their children's lives and try to influence their decisions about their future career or study plans.
Parents may want to make decisions for their children and also force them into doing things they don't want to, such as household chores or extra study.
Some parents don't always trust that their child is telling the truth. They may ask lots of questions about a child's social activities or the reason why they are late coming home, etc.
Some of the problems we have been discussing are quite common in families nowadays. What should you do to deal with these problems
Do you nowadays always listen to your parents' instructions Do you always explain yourselves to your parents and resolve problems peacefully Or do you disobey your parents and quarrel with them about your decisions
In every family there are certain issues that cause problems and arguments. What are the most common causes of family arguments Are these daily conflicts over doing homework, doing household chores and going to bed and getting up on time Or are they over bigger issues such as study, careers, university and making friends
Step 2: Discussing and practicing
1. Look at each picture carefully. There are four pictures here. First of all, I'd like you to imagine the situation and try to describe it with your own words.
(The teacher can show an example to students by describing the first picture.)
Last Sunday, after leaving school, Li Ping went home feeling extremely tired. He wanted to have a good rest and relax. When his parents said hello to him, he was so impatient that he didn't say anything and went straight to his own bedroom. Though his parents were very confused, they didn't ask him why and continued with the cooking. After a while, loud music came from Li Ping's bedroom. His mother was very angry and she rushed into his room.
2. Now please talk about each picture as fully as possible in groups of four and share your opinions with your partners. Better not let go the chance to speakJ. I will invite some of you to report back your descriptions.
3. Do you think there is a generation gap between you and your parents Does the generation gap really exist How do you overcome the gap
Sample answers
A. Yes, sometimes my parents try and interfere in my life and make my decisions for me. My parents want me to be a lawyer, but I want to be a writer or a journalist. We argue a lot about what subjects I should study at university and which job I should get. I spend much of my time working on the school newspaper, but my parents say I should concentrate first on my subjects and forget about extra-curricular activities. They think if I waste my time on these activities, I won’t get good enough grades to attend a good university.They also try to control my home life a lot. My mother is always asking me to help with the cooking and keep my room clean, but I just want to relax and listen to music or chat to my friends on the Internet. My father wants me to take extra maths lessons at the weekend, but I think I need time to have fun with friends as well as study.
B. My parents want to control my life too. We argue about my grades and study almost every day. Whenever I feel angry with my parents, I talk it over with my best friend. I don't expect that she will have a better solution to the problem than me, but I can express my inner feelings to her better than to my parents. Unlike my parents, who shout at me and say I am wrong and bad for not wanting the same things as them, my friend understands completely what I am feeling. We have the same dreams and ambition.

C. My parents don’t trust me at all. They always think I am out having fun with my friends, not studying. I often meet my friends after school to research projects and do homework. We do have fun, but we still do lots of work. Sometimes I am late home and my father always asks me lots of questions about where I have been and who I met. They think I am playing games in the Internet cafe or out shopping for clothes or CDs. I tell them I am studying but they just don't believe me. We often argue and they call me a bad child and say I am disobedient and don't respect them. I try to be a good child, but sometimes when I am tired or in a bad mood, I am not very polite to my parents, I sometimes stay quiet and don’t answer their questions and don't do the things they ask me to, like helping around or going to bed on time, but I think sometimes they just don't understand me.
●Word power
Step 1: Brainstorming
Think about the following topics:
Up to now we’ve learned English for several years. Do you agree there are some differences between American English and British English
In which aspects do these differences exist, pronunciation, spelling, grammar or different expressions
List some differences that you already know.
Differences Examples
pronunciation
spelling
grammar
vocabulary
Step 2: Vocabulary learning
1. Focus on the examples listed in your books and distinguish these differences first.
2. Compare what you already know with these examples listed and keep them in mind.
3. Summarize all the differences between American English and British English.
4. Focus on the exercise and finish it individually first and then conduct a feedback activity. Then practise the dialogue with your partners.
Answers
(1) is that (2) center (3) suit (4) toilet
(5) programme (6) colour (7) She’s just gone home. (8) on
5. Discuss the following questions:
As we all know, the accents in American English and British English are partly different. Which do you prefer, American English or British English Do you think it helpful for you to be aware of these differences
6. Read the article in Part A in Reading on page 90 in Workbook, so that yoou can learn more about this topic. Guess the meanings of some words from the context of the article, such as major, charming, episode, nature, naughty, caring, etc.
Answers
Part A (page 90)
1. Both the mother and father worked. Many parents who watched the programme also had the same difficult decisions to make about their families and they worried about their children's future.
2. He was naughty for being caught by the police and breaking his promise to his parents; but he was also caring and warm as he helped a homeless boy.
3. Many teenage girls bought photos and posters of him and he was in many teen magazines.
4. They felt disappointed when he was dishonest/did something bad but proud when he was caring/did something good.
5. The character Mike, and the fact that the family in the programme had similar problems to the people who watched the programme.
Step 3: Vocabulary extension
1. Focus on Part A and finish the exercise individually first. Then conduct a feedback activity.
Answers
A 1. something easy to understand
2. boring/ afraid to have fun
3. listening carefully
4. joke with someone
Do you know the meaning of the following sentences
2. Let’s continue with Part B, as there are more colloquialisms. Think over and discuss with each other first. If you still can't work out the meanings, consult the dictionary.
Answers
1. She is good at gardening.
2. He is very clumsy.
3.That is like criticizing someone else for a fault you have yourself.
4. It is raining heavily.
5. Don’t exaggerate something.

Resources
American English and British English share a lot of similarities. However, there are still some differences. These differences are considered to be caused by several factors, such as different national histories, cultural development and the influences of local and regional idioms and expressions. Some words share the same pronunciation while their spellings vary a bit, for example, colour and color, cheque and check, realise and realize. In addition, different words are used to indicate the same thing. For example, ‘toilet’ in British English is ‘rest room’ in American English. Likewise ‘trousers’ are ‘pants’, ‘cooker’ is ‘stove’ and ‘angry’ is ‘mad’.
Project
Project: writing an advice letter
Teaching objectives:
u To help students improve English through doing a project.
u To cooperate by working together on the project.
Important and difficult points:
Writing an advice letter.
Teaching procedures:
Step 1 Lead-in
What does a good advice columnist do
l get a rough idea about the trouble
l analyze the trouble
l find out the roots of the trouble
l give proper suggestions
l keep in regular contact with the sender
l feedback information
Step 2 Reading
1 Read the first letter and answer:
A Why does the father write the letter
B What does the father think about his son
C What is the father worrying about
2 Work in groups of 4 and find suggestions to the son.
Try to be a docile kid at home no matter whether you are an outstanding student at school.
Never attempt to change your father’s character and to be an ideal father.
Communicate with your father through letters if he happens to be short-tempered.
Come up to your dad and tell him how much you care about him.
Remember that it’s correct for a father to urge his son to study hard.
Make your father believe you’ll be successful in life by doing what you like.
3 Read the second letter and answer:
a Why does the son write the letter
b What are his problems
c How does he feel about his father
4 Work in groups of 4 and find suggestions to the father.
Try to look at things from your son’s angle. If you trade your role with your son, I believe you will realize some of the problems you mentioned in your letter are easy to solve.
Remember what your son needs is more than material comfort.
Prepare to have a heart-to-heart talk with him. Music are part of a young people’s life. You can’t stop him just because good communication will smooth the problems. Your son wants you to treat him as your equal while you act as a commander. That’s where all the problems come from.
You’d better not put too much pressure on your son. Be a good motivator. Try to encourage him to find myself, to build up self-confidence. Cut out harsh remarks when your son falls short of your expectation.
Unconditional love is very important, because he is your son.
Homework:
Get ready to write an advice letter.
● Task Presenting a dialogue
Skills building 1: understanding tones in spoken English
In this part you will read about how to express different feelings in different tones. By listening to one short sentence in different tones and reading the explanation after each sentence, you’ll learn people speak in different tones to express different feelings. Listen to another sentence in different tones to decide which emotional meaning each tone shows.
1.Read the guidelines in Skills building 1 on page 32 before listening to the five versions of the same sentence in different tones. You 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 *the tones *stressed words *the pause
2. Listen to the example sentence in five different tones one by one. After you listen to one of them, tell what you think about the speaker's emotion. Is she happy, or angry Is she in high spirits or in low spirits Then read the explanation for each sentence.
3. Read the sentence ‘He will come here tomorrow.’in different emotions.
If someone is happy about his coming,
If someone doesn't want him to come, how will he speak it In what tone
If someone is excited about his coming,
If someone is frustrated or questioning,
Then let’s listen to the tape and finish Part A on page 32.
Tapescript(1) He told me the test had been put off (Questioning, as if she does not 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 though he 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.)

Answers
A 1. questioning 2. frustrated 3. excited 4. sad
4. Ask students to listen to the tape and finish Part B.
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.
Tapescript 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.)
Step 1: listening to a radio phone-in programme
In this programme, six teenagers call the host to talk about their problems and ask for some advice. Write down a proper name below each picture according to what you hear from the tape.
Listen to a radio phone-in programme and finish the exercise in Step 1 on page 33. Say something about the pictures and what you have heard on the tape.
TapescriptHost: Welcome to ‘Talk time’. This is George. Tell me your name and problem Caller 1: My name is Christina and I'm calling about my mum. She cries all the time and says we don't spend time together and that I don't 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 Mom know I love her Host: You and your mum aren't talking enough. Surprise 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 Caller2: It's my best friend. He’s started playing on our school football team and now he 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 won't feel lonely any more! And, what's your name Caller 2: Patrick.Host: And Patrick, if your friend is a real friend, he'll still want to see you. He's just busy right now. I'm sure it will work out fine. Bye! Next caller please ...Caller 3: Hello Is this ‘Talk time’ Host: It is. What is your name and what can we help you with Caller 3: I'm Richard and the problem is my father. He wants me to study Maths and Science, and work in a big company 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 I'm sure he won't 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 ’ This 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 Caller4: 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 Caller 5: Hi, my name is Shirlev and my problem is only a small one. My mum bought me some new clothes, which cost a lot of money, but I don't like what she got me. Should I tell her I don't like what she bought Host: Shirley, you should be honest with your mum, but make sure she knows how happy you are that she thought of you and was nice enough to buy you your new clothes. I'm sure she won't mind if you change them for something different. Goodbye and good luck. We've got time for one more cal1.Caller 6: My father always shouts at me. He says, ‘William, turn off that TV and go outside! But there is nothing I want to do outside! How can I make him stop shouting at me ’Host: Well, you probably won't like my answer, but 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. You'll feel better and your father will stop shouting at you. Thanks for calling in! Listen to ‘Talk time’ again next week at this time.

Answers
1. Jane 2. Chrietina B. Shirllley 4. Richard 5. Patrik 6. Willlliam
Skills building 2: reading for gist
Read four diary entries. Underline the main points of each entry and circle some key words that show the mood of the writer. After doing this, you will learn that this is the skill of reading for gist.
1. Read the guidelines of this part on page 34. You will see that it is very important for you to understand the gist or the main point of what you have read.
2. Work in groups of four. Each of the group read one diary entry and find the main point and circle the words which show the mood of the writer. Then tell in turn what you have learnt after reading.
Sample answers

Entries Main points The words telling the writer’s mood
The first diary entry Today has been a great day because my parents bought me an expensive bike. happy
The second diary entry We had a Maths test and I’m nervous about my result. tired, afraid, nervous
The third diary entry I failed the Maths test and don’t know how to tell my parents. upset
The fourth diary entry All that worrying was for nothing. very happy, glad


Step 2: reading a thank-you letter
Here you are asked to read a thank-you letter from Christina, a caller to 'Talk time' the radio phone-in programme, to the host of the programme. You should use the reading skill in Skills building 2 to identify the main point and some details in the letter.
1. Read the thank-you letter on page 35. Find the answers to the following questions:
(1) Who wrote the letter
(2) To whom is the letter written
(3) Why is the letter written
2. Decide which statements are true and which are false according to the letter. Correct the false sentences.
Answers
1. F 2. T 3. T 4. F 5. T 6. F 7. F
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.
Skills building 3: writing a dialogue
Read about what you should and should not do when writing a dialogue first, and then you will read a dialogue and find out the reasons why some sentences are wrong according to the tips. Lastly point out the sentences that show Mum's and Jack's feelings.
1. Read the three points on how to write a dialogue. You will know what you should do and what you shouldn't do when writing a dialogue.
(The following points can be written on the blackboard.)
*Don't include words like‘Umm’ or‘Hmm’ in a dialogue.
*Don't repeat words that have just been said. For example, when one says,‘Go and sit down.’
The other should use‘Why ' instead of‘Go and sit down.’or‘Why should I sit down ’
*Use the words the characters say to show their personalities and moods.
Don't say ‘He/She is very angry.’
2. Read the dialogue in Part A and in pairs discuss what is wrong with the underlined sentences.
Answers
A 1. ‘Umm” or hmm’ shouldn’t be included in a written dialogue.
2. We shouldn’t use ‘My room is too dirty’, ‘My room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just said shouldn’t be repeated.
3. 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.’
3. Read the guidelines in Part B. Read the dialogue again, try reading it in the suitable tone, the correct emphasis and pause to express the angry emotion and finish this exercise.
Answers
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!

The sentences that show Jack’s mood:
This is so unfair! I’ll never have enough time!
(Jack is angry.)
But I don’t think you are being fair at all!
(Jack is unhappy.)
4. Read the play and answer the questions below in Part B in Readingon page 91 in Workbook, so you will get a clearer impression of how to write a good dialogue.
Answers
Part B (page 91)
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 didn't speak enough to him.
3. David says that his father's job is dangerous and that he has to think about other people all the time.
4. He was looking for his Christmas presents.
5. Now he knows how deeply his father loves him and understands that it's hard for his father to talk to him about it.
Step 3: presenting a dialogue in groups
Write a dialogue between Christina, her mother and the radio host and then give a performance. You can do this in groups of three.
1. Read the guidelines in Part A on page 37, make up and write a dialogue for Christina, her mum and the host of the radio‘Talk time’ show. Go over the information in this part and what you learn from Steps 1 and 2 to see if you remember what happened between Christina and her mum, what Christina did then, and how the problem was settled.
2 . Work in groups of three and make up a dialogue to finish the exercise of Part B.
Answers
Christina: That is true. You see, I joined a sports team. I met many new friends and we enjoyed spending weekends doing sports. So I didn't have much time to spend with my parent.
Mum: Because of this, I missed the time when we talked together.
Host: When did the problem start and how did you both feel then
Mum: This happened soon after she entered high school last summer. Sometimes I felt so lonely that I even cried.
Christina: I love my parents. But at that time I felt they didn't understand me and they seemed to do boring things. When Mum told me that she was sad and missed me because I didn't spend enough time together with them, I didn't know what I should do.
Host: What did you do then
Christina: I listen to the radio ‘Talk time’ show every week. I know you can help people by giving them some advice. So I called you and asked for your advice.
Mum: Yes, my daughter told me about your suggestion.
Host: So what did you do to fix your problem
Christina: We have decided to do one thing together every week.
Mum: Yes. We first cooked a special dinner for our family together. Christina has learned how to cook and enjoys it very much. Once I took my daughter and her friends to a restaurant for dinner.
Christina: We often take a long walk, and we talk a lot while walking.
Host: So what is the new situation like
Christina: I am surprised by how much fun we have when we're together. I think of Mum as a friend again.
Mum: I'm very happy to be on ‘Talk time’. I hope our example can help other families that have the same problem as we used to have.
3. Read Part A in Writing on page 93 in Workbook and find out what the article is about and how many parts this article can be divided into and what the main idea of each part is. So you can learn how to write an article to express your opinion. Then do Part B on the same page in class or as your homework.
Answers
Part B (page 93)
Do you agree with mums working
Today we had a discussion about working mums. The opinions were divided. Sixty-five percent of the students were for the idea of working mums. They stated the following arguments. First, mums have the right to work. Second, working mums not only bring in more money, but they can also feel proud of their success in work. Third, working mums are good for society.
H