Unit 10 Teenager’s Nightmare.ppt

Unit 10 Teenager’s Nightmare Part I Listening and Speaking Activities Introduction of functions You may make an explicit command like this: Do you object to coming here tomorrow morning? Do you mind coming here tomorrow morning? You are to come here tomorrow morning. You are supposed to come here tomorrow morning. Come here tomorrow morning! You should/ought to come here tomorrow morning. You must come here tomorrow morning. Listen and speak How did the father command the son to come over? Key: a What were Bill’s exam results, according to his father? Key: c Why didn’t Bill do well in the exams? Key: a What does the father think Bill must do? Key: c Try to speak more Notes: put sth into sth/doing sth: devote (time, effort, etc) to sth e.g. She’s putting a lot of work into improving her French. revise (sth) (for sth): go over (work already done) in preparation for an examination hard-line: uncompromising I one’s beliefs or policies be hard on sb: a) treat or criticize sb severely b) be unfair to sb e.g. Don’t be too hard on hershe’s very young. The new law is a bit hard on those who were born abroad. Make your own dialogue 1. You and your partner are talking about your last exam. Make a dialogue using the following cues. (Turn to page 137) 2. Study the following cartoons. Make a story and then tell it to your classmates. Limit your story to approximately one minute. (Turn to page 137) What are they for? Part II Reading Comprehension and Language Activities Pre-reading Tasks Notes Translation Comprehension work Language work (A, B, C) Part II Reading Comprehension and Language Activities Pre-reading Tasks Do you like school examinations, why and why not? What are the stages of going through an examination? How do you feel when you take an examination? Tick your answer from the following list: Teenager’s Nightmare 青少年的烦恼 Comprehension work  (Questions for dis