1.3 Compound dictation isten to the recording again and fill in the blanks with the words or phrases you hear from the tape In this story, a son describes how he felt as a youth when he walked down the street with his father. The son did not like hoe people at them. His father never let on that he saw He was very and life. He often took part in through his son. Over time, the son learned that his father had a His father has been many years and the son is he did not lI him how much he him. now he often remembers 2. While-reading Tasks 2.1 Part One(Paras. 1-4) Pair work: Comprehension Questions Ss are required to work in pairs to find answers to the following questions. They may take turns to ask and answer. The teacher()may ask a few Ss to present the answers 1)What would the writer do when he was seen with his father? In mind he would fight against his negative feelings about the people's attention, and in action he would show his impatience to his father's incapability 2)What was his father's physical condition? s, He was very short and seriously crippled. He couldn't walk properly without help Did his father work? If yes, where? Yes, he did. He works in an office near the subway station 4)How did the writer and his sister help with their father in bad weather? They had to use a childs wagon to pull their father through the streets to his work place -Group work: Main Idea 1) Break Ss into small groups and give each group a piece of paper with the main idea on it. But some words in the main idea are missing. Ss work together to fill in the missing words. Later T may ask some Ss to present their answers 2)Ask the Ss in each group to give some supporting details to the main idea. epresentatives in each group will present their examples to the class It described the writer's embarrassed feeling about his handicapped father and his impatience to his father's incapability Supporting details his hand on my arm for balance it was difficult to coordinate -it was impossible for people would stare our step him to walk with snow -T would inwardly struggle at the -his halting, mine impatience or ice on ground unwanted attention we didn,t say much as we -pull him through on a Difficult Sentences If he ever noticed or was bothered. he never let on. (Para. 1, Line 3) What did he notice? What was he bothered by? What wouldn, t he do? When the father observed his sons unfavorable feeling about people's stare and felt uneasy about it, he would try to hide his feelings and never showed it to othe 2)It was difficult to coordinate our steps -his halting-mine impatient-( Para, 2, Line D)1-3 2 1.3 Compound Dictation Listen to the recording again and fill in the blanks with the words or phrases you hear from the tape: In this story, a son describes how __ he felt as a youth when he walked down the street with his _ father. The son did not like hoe people __ at them. His father never let on that he saw __. He was very __ and __ life. He often took part in __ through his son. Over time, the son learned that his father had a __, His father has been __ many years and the son is__ he did not tell him how much he __ him. Now he often remembers __. 2. While-reading Tasks 2.1 Part One (Paras. 1-4) -Pair work: Comprehension Questions Ss are required to work in pairs to find answers to the following questions. They may take turns to ask and answer. The teacher (T) may ask a few Ss to present the answers. 1) What would the writer do when he was seen with his father? In mind he would fight against his negative feelings about the people's attention, and in action he would show his impatience to his father's incapability. 2) What was his father's physical condition? He was very short and seriously crippled. He couldn't walk properly without help. 3) Did his father work? If yes, where? Yes, he did. He works in an office near the subway station. 4) How did the writer and his sister help with their father in bad weather? They had to use a child's wagon to pull their father through the streets to his work place. -Group work: Main Idea 1) Break Ss into small groups and give each group a piece of paper with the main idea on it. But some words in the main idea are missing. Ss work together to fill in the missing words. Later T may ask some Ss to present their answers. 2) Ask the Ss in each group to give some supporting details to the main idea. Representatives in each group will present their examples to the class. It described the writer's embarrassed feeling about his handicapped father and his impatience to his father's incapability Supporting details: -his hand on my arm for balance -it was difficult to coordinate -it was impossible for -people would stare our step him to walk with snow -T would inwardly struggle at the -his halting, mine impatience or ice on ground unwanted attention -we didn't say much as we -pull him through on a went along child's wagon -Difficult Sentences 1) If he ever noticed or was bothered, he never let on. (Para. 1, Line 3) What did he notice? What was he bothered by? What wouldn't he do? When the father observed his son's unfavorable feeling about people's stare and felt uneasy about it, he would try to hide his feelings and never showed it to others. 2) It was difficult to coordinate our steps — his halting- mine impatient — (Para,2, Line l)