BOOK 1 Unit 1 Growing up Learning Objectives

BOOK 1 Unit 1 Growing up

Learning Objectives After learning this unit, you should be able to Learning Objectives ü use the strategies; ü express ideas about the relationship between child development and family; ü talk about their own parenting philosophy. You will practice skills of ü reading along to the transcript; ü delivering a showcase speech; ü persuading people.

Hot words Start-up

Hot words u Brainstorm u Further discussion

Hot words Brainstorm Describe the pictures. Picture 1 Sample (for picture 1) In the first picture, a young mother is blowing dandelion with her little child in the outside with a lot of green trees and grasses around on a sunny day. Start-up Viewing Listening Speaking

Hot words Brainstorm Describe the pictures. Picture 2 Sample (for picture 2) In the second picture, a young father is appreciating the beautiful sea view with his young son on a beach. They are looking at something the boy is pointing to in the distance. Start-up Viewing Listening Speaking

Hot words Brainstorm Describe the pictures. Picture 3 Sample (for picture 3) In the third picture, a young father is playing soccer with his young son on the playground on a sunny day. They are scrambling for the ball. Start-up Viewing Listening Speaking

Hot words Brainstorm Describe the pictures. Picture 4 Sample (for picture 4) In the last picture, a young mother is reading a book for her young daughter on a sofa on a sunny day. The mother is pointing to the words while she is reading them. Start-up Viewing Listening Speaking

Hot words Further discussion 1) What did you enjoy doing with your parents in your childhood? Sample Answer sample: I enjoyed playing Chinese chess with my father when I was a little boy/girl. 2) What important lessons have you learned from them? Sample Answer sample: I learned from my mother that a child should treat his parents with filial respect. 3) How did you learn it? Share related personal experiences with the others. Sample Answer sample: I saw how my mother took care of my grandparents. Every time they were ill, she bought them medicines or took them to hospitals when it was serious and accompanied them while they were on a drip. Start-up Viewing Listening Speaking

Video clip 1 “If you want something, go get it. ” Video clip 2 Hiro’s student showcase speech

General understanding Video clip 1 Video clip 2 Detailed understanding Building listening skills Further discussion Role play “If you want something, go get it. ”

General understanding Detailed understanding Building listening skills Further discussion Role play I. General understanding Video clip 1 Video clip 2 What’s Chris’s final attitude towards Christopher’s basketball dream? Tick the correct answer. KEY p Supportive √ p Dissentient (反对的) p Neutral (中立的) Script

General understanding Detailed understanding 2. Detailed understanding Video clip 1 Video clip 2 Building listening skills Further discussion Role play KEY 1) What did the father and son do after breakfast that Saturday? play basketball They went to the basketball court to _________. 2) How did the son like playing basketball? pro He enjoyed it and wanted to become _____. 3) Why didn’t the father want his son to spend a lot of time playing basketball? below Because he was _____ average, he was afraid his son would not excel _____ at that, either. 4) What did the father tell his son in the end? protect it If he got a dream, he should _________. If he wants something, _________. go get it

General understanding Video clip 1 Video clip 2 Detailed understanding Building listening skills Further discussion Role play 3. Building listening skills: Read along to the transcript Imitate the native speakers’ pronunciation and intonation and pay attention to the rhythm, pause, stress and weak forms while reading along the transcript. Listening tips Chris: Hey, you know what today is? Christopher: Yeah. Chris: What? Christopher: Saturday. Chris: You know what Saturday is? Christopher: Yeah. Chris: What? Christopher: Basketball. Chris: You wanna go play some basketball? Christopher: Okay. Chris: All right, then we’re gonna go sell a bone-density scanner. How about that? Wanna do that? Christopher: No.

General understanding Video clip 1 Video clip 2 Detailed understanding Building listening skills Further discussion Role play 3. Building listening skills: Read along to the transcript Imitate the native speakers’ pronunciation and intonation and pay attention to the rhythm, pause, stress and weak forms while reading along the transcript. Christopher: Hey, Dad. I’m going pro. Chris: Yeah, I don’t know, you know. You’ll probably be about as good as I was. That’s kind of the way it works, you know. I was below average. You know, so you’ll probably ultimately rank…somewhere around there, you know, so…I really — You’ll excel at a lot of things, just not this. I don’t want you shooting this ball day and night. All right? Christopher: All right. Chris: Okay? All right, go ahead. Chris: Hey. Don’t ever let somebody tell you…you can’t do something. Not even me. All right? Christopher: All right. Chris: You got a dream…you gotta protect it. People can’t do something themselves…they wanna tell you can’t do it. If you want something, go get it. Period. Chris: Let’s go. Start-up Viewing Listening Speaking

General understanding Detailed understanding Building listening skills Further discussion Role play 4. Further Discussion Video clip 1 Video clip 2 Suppose you are a mom/dad of a young child, and your child is ambitious of success in something you’re not good at, what will you do? Will you support him/her or talk him/her out of it? Why? Sample Answer Sample answer: If my kid is ambitious of success in something I’m not good at, I will support him/her. First, my kid is not another me. Therefore, he/she might be good at what I’m not. Second, interest is the best teacher. As he/she is interested in it, he/she would like to put effort into it and benefit from the learning process. After all, it’s much better for parents to encourage children to do what they like than to force them to do what they don’t like at all.

General understanding Detailed understanding Building listening skills Further discussion Role play 5. Role play Video clip 1 Video clip 2 Role card for A Role card for B A father that struggles for living and takes care of his child on his own. A kindergarten son that has a big basketball dream. Script: A: Hey, you know what today is? B: Yeah. A: What? B: Saturday. A: You know what Saturday is? B: Yeah. A: What? B: Basketball. A: You wanna go play some basketball? B: Okay. A: All right, then we’re gonna go sell a bone-density scanner. How about that? Wanna do that? B: No.

General understanding Detailed understanding Building listening skills Further discussion Role play 5. Role play Video clip 1 Video clip 2 Role card for A Role card for B A father that struggles for living and takes care of his child on his own. A kindergarten son that has a big basketball dream. Script: B: Hey, Dad. I’m going pro. A: Yeah, I don’t know, you know. You’ll probably be about as good as I was. That’s kind of the way it works, you know. I was below average. You know, so you’ll probably ultimately rank…somewhere around there, you know, so…I really — You’ll excel at a lot of things, just not this. I don’t want you shooting this ball day and night. All right? B: All right. A: Okay? All right, go ahead. A: Hey. Don’t ever let somebody tell you…you can’t do something. Not even me. All right? B: All right. A: You got a dream…you gotta protect it. People can’t do something themselves…they wanna tell you can’t do it. If you want something, go get it. Period. A: Let’s go. Start-up Viewing Listening Speaking

General understanding Detailed understanding Building listening skills Further discussion Role play Script Video clip 1 Video clip 2 Chris: Hey, you know what today is? Christopher: Yeah. Chris: What? Christopher: Saturday. Chris: You know what Saturday is? Christopher: Yeah. Chris: What? Christopher: Basketball. Chris: You wanna go play some basketball? Christopher: Okay. Chris: All right, then we’re gonna go sell a bone-density scanner. How about that? Wanna do that? Christopher: No. Christopher: Hey, Dad. I’m going pro. Chris: Yeah, I don’t know, you know. You’ll probably be about as good as I was. That’s kind of the way it works, you know. I was below average. You know, so you’ll probably ultimately rank…somewhere around there, you know, so…I really — You’ll excel at a lot of things, just not this. I don’t want you shooting this ball day and night. All right? Christopher: All right. Chris: Okay? All right, go ahead. Chris: Hey. Don’t ever let somebody tell you…you can’t do something. Not even me. All right? Christopher: All right. Chris: You got a dream…you gotta protect it. People can’t do something themselves…they wanna tell you can’t do it. If you want something, go get it. Period. Chris: Let’s go. Start-up Viewing Listening Speaking

General understanding Video clip 1 Video clip 2 Detailed understanding Critical thinking Further discussion Hiro’s student showcase speech

General understanding Video clip 1 Critical thinking Further discussion 1. General understanding What’s Chris’s final attitude towards Christopher’s basketball dream? Tick the correct box. KEY √Supportive. Video clip 2 Detailed understanding 1. impulse shopper Dissentient (反对的). A. Someone who shops without a plan and makes purchases wherever the best sales appear to be. Neutral (中立的). 2. plan-ahead shopper B. A consumer who goes out and buys on a whim. 3. last-minute shopper C. Someone who basically does not like to shop and ends up in a shopping frenzy at the last minute. 4. inspirational shopper D. Someone who avoids making purchases in order to 5. non-shopper save money for loftier purposes.

General understanding Detailed understanding Critical thinking Further discussion 2. Detailed understanding Video clip 1 Video clip 2 Watch the clip again and fill in the blanks with the exact words you hear. It doesn’t look like much. But when it links up with the rest of its pals 1) _____… Things gonna get a little more interesting. The Microbots controlled are 2) _____ with this neurotransmitter. I think about what I want limits them to do… They do it. The applications for this tech are 3) _____. Construction… What used to take teams of people working by hands for months or years can now be 4) _____ by one person. And that’s accomplished transportation just the beginning… How about… 5) _____ ? Microbots can move anything, anywhere, with ease. If you can think it… microbots can do it. imagination The only limit is your 6) _____ . KEY

General understanding Video clip 1 Video clip 2 Detailed understanding Critical thinking Further discussion 3. Critical thinking According to Hiro, microbots can do whatever one wants them to do. As the saying goes, “Science is a two-edged sword. ” What problems might this new tech bring about? Sample Answer

General understanding Detailed understanding Critical thinking Further discussion 3. Critical thinking Video clip 1 Video clip 2 According to Hiro, microbots can do whatever one wants them to do. As the saying goes, “Science is a two-edged sword. ” What problems might this new tech bring about? Sample answer: If the tech falls into the hands of the evil, such as the terrorists, the effect on the society would be disastrous. With “microbots” they might destroy whatever they want, causing social chaos and panic among the population.

General understanding Detailed understanding Critical thinking 4. Role play Video clip 1 Video clip 2 Present a new tech. Role card A speaker that gives a student showcase speech based on his group’s innovative (创新的) work on a stage. A new tech Designers Name of the new tech Description Working theory Applications Limitations Side effects Sample Answer Role play

General understanding Detailed understanding Critical thinking Role play The script Video clip 1 Video clip 2 Tadashi: Wow, a lot of sweet tech here today. How’re you feeling? Hiro: You’re talking to an ex-bot fighter. It takes a lot more than this to rattle me. Gogo: Yep, he is nervous. Honey: Oh! Fred: You have nothing to fear, little fella. Honey: He is so tense. Hiro: No! I’m not. Honey: Relax, Hiro. Your tech is amazing! Tell him, Gogo… Gogo: Stop whining. Woman up. Hiro: I’m fine. Wasabi: What do you need, little man? Deodorant, breath mint, fresh pair of underpants? Gogo: Underpants? You need serious help. Wasabi: Hey, I come prepared. Fred: I haven’t done laundry in 6 months. One pair last me four days. I go front, I go back, I go inside out then I go front and back. Tadashi: Wow! That is both disgusting and awesome. Gogo: Don’t encourage him. Fred: It’s called “recycling”. Loudspeaker: Next Presenter: Hiro Hamada. Fred: Oh yeah! This is it! Hiro: I guess I’m up. Honey: Okay! Photo! Everybody say: “Hiro!” All: Hiro! Start-up Viewing Listening Speaking

General understanding Detailed understanding Critical thinking Role play The script Video clip 1 Video clip 2 Honey: We love you, Hiro. Good luck! Gogo: Don’t mess it up. Wasabi: Break a leg, little man! Fred: Science, Yeah! Tadashi: Alright, Bro. This is it! Come on, don’t leave me hanging. What’s going on? Hiro: I really wanna go here. Tadashi: Hey, you got this. Hiro: Hi… My name is Hiro… (noise) Sorry. My name is Hiro Hamada. And, I’ve been working on something that I think is pretty cool. I hope you like it. This is a microbot. Tadashi: Breathe. Hiro: It doesn’t look like much. But when it links up with the rest of its pals… Things gonna get a little more interesting. The Microbots are controlled with this neurotransmitter. I think about what I want them to do… They do it. The applications for this tech are limitless. Construction… What used to take teams of people working by hands for months or years can now be accomplished by one person. And that’s just the beginning… How about…transportation? Microbots can move anything, anywhere, with ease. If you can think it… microbots can do it. The only limit is your imagination. Microbots! Start-up Viewing Listening Speaking

Audio clip 1 Baby talk Audio clip 2 Parental guidance

General understanding Audio clip 1 Audio clip 2 Detailed understanding Building listening skills Critical thinking Baby talk Further discussion

General understanding Detailed understanding Building listening skills Critical thinking Further discussion 1. General understanding Audio clip 1 What do the research results suggest? Tick the correct answer. Audio clip 2 Parents could speak more to their babies. Mothers could speak less to their babies. √Fathers could speak more to their babies.

General understanding Audio clip 1 Audio clip 2 Detailed understanding Building listening skills Critical thinking Further discussion 2. Detailed understanding Listen to the audio clip again and fill in the blanks with the exact numbers you hear. A 1) 1995 study found that the number of words a small child hears is linked strongly with later intelligence and academic success. Children from rich households hear 30 million more words by age 3 than poor children do. Vohr’s team sorted through data on 2) 33 families. Each of the families was recorded for 3) three days. Once just after a baby’s birth, once a few weeks later and once at 4) 7 months. Home recordings were done only on days both parents were home. They found that the majority of words infants heard came from mothers. Those responses came from 70% moms alone more than 5) of the time. They came from both parents 6) to 7) 18% of the 23% time. And they came from dads alone just 8) to 9) 6% of the 12% time. Listening tips

General understanding Detailed understanding Building listening skills Critical thinking Further discussion 3. Building listening skills: Read along to the transcript Audio clip 1 Audio clip 2 Imitate the native speakers’ pronunciation and intonation and pay attention to the rhythm, pause, stress and weak forms while reading along the transcript. It may come as no surprise that children hear more words from their mothers than their fathers. They also get more backand-forth baby talk from their mothers. But researchers recently found that babies heard three times more words from mom. They were greatly surprised. The results suggest that dads could speak up more and do their babies some good, says researcher Betty Vohr. A 1995 study found that the number of words a small child hears is linked strongly with later intelligence and academic success. Children from rich households hear 30 million more words by age 3 than poor children do. Vohr’s team sorted through data on 33 families. Each of the families was recorded for three days. Once just after a baby’s birth, once a few weeks later and once at 7 months. Home recordings were done only on days both parents were home. They found that the majority of words infants heard came from mothers. Those responses came from moms alone more than 70% of the time. They came from both parents 18% to 23% of the time. And they came from dads alone just 6% to 12% of the time. The work is well done. It provides “a window into babies’ natural language environments, ” says Dana Suskind, a professor of surgery. “Fathers are very important. We should let them know how important it is to talk to their babies, ” Suskind says.

General understanding Detailed understanding Building listening skills Critical thinking 4. Critical Thinking Audio clip 1 Audio clip 2 The recent research results suggest that dads could speak up more to do their babies some good. As moms already talk a lot to their babies, is it necessary for dads to speak up more? Further discussion Sample Answer：As mentioned in the passage, “the number of words a small child hears is linked strongly with later intelligence and academic success”, both dads and moms should talk more to their babies. Dads should definitely speak up more although moms already talk a lot to their babies. It is because men and women think differently. Therefore, a child might learn something new from his dad. Besides, it is an important way for dads to communicate with their children.

General understanding Audio clip 1 Audio clip 2 Detailed understanding 5. Further discussion Discuss the following questions. Building listening skills Critical thinking Sample Answer 1) What did your father often talk about with you in your childhood? Sample answers: 1) Football or basketball matches, math problems and history. 2) What would you like to talk about to your baby to do him/her some good? Sample answers: 2) Nature, fairy tales, current affairs and personal stories. Further discussion

General understanding Audio clip 1 Audio clip 2 Detailed understanding Building listening skills Critical thinking The script Further discussion It may come as no surprise that children hear more words from their mothers than their fathers. They also get more back-and-forth baby talk from their mothers. But researchers recently found that babies heard three times more words from mom. They were greatly surprised. The results suggest that dads could speak up more and do their babies some good, says researcher Betty Vohr. A 1995 study found that the number of words a small child hears is linked strongly with later intelligence and academic success. Children from rich households hear 30 million more words by age 3 than poor children do. Vohr’s team sorted through data on 33 families. Each of the families was recorded for three days. Once just after a baby’s birth, once a few weeks later and once at 7 months. Home recordings were done only on days both parents were home. They found that the majority of words infants heard came from mothers. Those responses came from moms alone more than 70% of the time. They came from both parents 18% to 23% of the time. And they came from dads alone just 6% to 12% of the time. The work is well done. It provides “a window into babies’ natural language environments, ” says Dana Suskind, a professor of surgery. “Fathers are very important. We should let them know how important it is to talk to their babies, ” Suskind says. Start-up Viewing Listening Speaking

General understanding Audio clip 1 Audio clip 2 Detailed understanding Critical thinking Role play Audio clip 2 Parental guidance

General understanding Detailed understanding Critical thinking Role play 1. General understanding Audio clip 1 What are the two speakers talking about? Tick the correct answer. KEY How Mr. Brazelton developed his career. Audio clip 2 How to interpret children’s behavior. √ What parents should believe and do.

General understanding Audio clip 1 Audio clip 2 Detailed understanding Critical thinking Role play 2. Detailed understanding Listen to the audio clip again and answer the following questions. KEY 1) What should parents of babies and young children do? They should the baby from the start. get to know 2) What do many parents think they don’t know? raise their (own) child They think they don’t know how to . 3) What should parents do first when they come home from work? sit down They should with the kids.

General understanding Detailed understanding Critical thinking Role play 3. Critical thinking Audio clip 1 Audio clip 2 Professor T. Berry Brazelton tries to help parents realize that they know more than anybody does about how to raise their own child. Do you agree parents know more than anybody else about how to raise their own child? Why or why not? Sample Answer: I don’t agree that parents know more than anybody does about how to raise their own child. The reason Professor T. Berry Brazelton does that might be that he wants to build those parents’ confidence in raising their own child and encourage them to follow their intuition. However, many parents around me have too high expectations for their children and push them too hard. Such parents should learn to interpret their children’s behavior, get to know them and support them.

General understanding Detailed understanding Critical thinking 4. Role play Audio clip 1 Choose to act as Role A or Role B. Role card for A A host/hostess of a parenting talk show program. Sample Answer Role card for B A guest invited to share ideas and personal experiences as a son/daughter. Audio clip 2 Discussion questions 1) How do you like to describe your relationship with your parents? 2) What do you think are common problems in the relationships between parents and guys of your age? 3) What advice do you like to give your parents and parents of your peers on dealing with you guys? 4) What advice do you like to give your peers on improving their relationship with their parents? Role play

General understanding Detailed understanding Critical thinking Role play 4. Role play Audio clip 1 Audio clip 2 Role card for A A host/hostess of a parenting talk show program. Role card for B A guest invited to share ideas and personal experiences as a son/daughter. Sample: A: Good morning/afternoon, B. Welcome to our parenting program. B: Good morning. Thank you. A: B, as a teenager, how do you like to describe your relationship with your parents? B: Well, my parents and I are just like friends. We have fun together. We share feelings and we support each other. A: Good for you. What do you think are common problems in the relationships between parents and guys of your age? B: Many of today’s parents are over-involved and push their children too hard toward achievement. A: I see. What advice do you like to give your parents and parents of your peers on dealing with you guys? B: I suggest they let go of controlling what their children do, say, think and feel. Give them autonomy while holding firm standards. A: Then, what advice do you like to give your peers on improving their relationship with their parents? B: I think they should take some time to put themselves in their parents’ shoes to understand them. Sit down and have a dialogue. Start-up Viewing Listening Speaking

General understanding Detailed understanding Critical thinking Role play The script Audio clip 1 Audio clip 2 Host/Hostess: Good evening, ladies and gentlemen. I’m Wendy. The guest with us today is T. Berry Brazelton. He is a pioneer in early childhood development. Welcome, Mr. Brazelton: Thank you. Host/Hostess: Mr. Brazelton. What is your best advice to young parents? Mr. Brazelton: I would persuade them to get to know the baby right from the beginning. Mothers and fathers should learn how to explain their baby’s behavior. I describe the behavior and ask them what they see. At each stage of development I like to repeat that. Host/Hostess: Mr. Brazelton. What do you think is a common problem among parents? Mr. Brazelton: They want to do exactly the right thing. They think there is a right thing. Parents think everybody knows what to do but them. Actually, they know more than anybody does about how to raise their own child. I try to help them realize that. Host/Hostess: Mr. Brazelton. What do you think parents should do first when they come home? Mr. Brazelton: I suggest that they go home and sit down with the kids. Just walk in the door and sit down with everybody. Hold them and get them close again. And then, go get supper ready. Host/Hostess: Thank you. Mr. Brazelton. We’re very happy to have you with us today. Mr. Brazelton: Thank you. Start-up Viewing Listening Speaking

Speaking Skills Persuading people Communication activities A survey about parenting

Speaking skills Skills in use Speaking skills: Persuading people

Activity Step 1 Step 2 Step 3 Communication activities: A survey about parenting

The End