全新版大学英语综合教程第二册教案Unit3Book2.docx
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全新版大学英语综合教程第二册教案Unit3Book2
Unit3TheGenerationGap
I.TeachingObjectives
Studentswillbeableto:
Studentswillbeableto:
1understandthemainidea(Fathermeddledinchildren’saffairswithgoodintentions,butonlytofindhiseffortsunwelcome)andstructure(threesettings,threescenes)ofthetext;
2appreciatethebasicelementsofaplay;
3graspthekeylanguagepointsandgrammaticalstructuresinthetext;
4conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.
II.KeyPoints:
Thestructure,thewritingskill,andthemainideaofthetextwillbethefocus.Onlyafewwordsandsentences,whichwillbetheobstaclesforstudents’understandingofthetext,willbeexplainedinclass.
III.DifficultPoints:
Somesentenceswhosemeaningsaredifficulttounderstandandwhosestructuresarehardtoanalyze:
1.Line43:
SeanandIwillhaveamantomantalk.
2.Line45-47:
AndIjustwantedyoutoknowthatI’lldoanythingIcantohelphimthroughlife’sdangeroussea.
3.Line103:
Mytreat,Itoldhim.Andofcourse,hewasgladtoaccept..
IV.TeachingMaterials:
Powerpointandmaterials
V.TeachingMethods:
Lecturing,practicinganddiscussing.
VI.TeachingTiming:
8sessionsofclass
VII.TeachingProcess:
1st-2ndperiods:
Pre-reading;Teacher’sIntroductoryRemarksandStudents’Discussionrelatedtothetopic.
3rd-4thperiods:
While-Reading(UnderstandingthetitleoftextA;Analyzingtheorganizationofthetext;ExplainingDifficultsentencesandlanguagepointsinthetext;Summingupthemainideaofthetext)
5th-6thperiods:
DealingwiththeexercisesafterTextA.CheckonSs’homereading(TextB);Post-ReadingTask:
Theme-RelatedLanguageLearningTasks
7th-8thperiods:
Listeningandspeakingtasks.
A.Pre-readingtasks
1TasksSsthefollowingquestionsonthesongTheTimesTheyAreA-changing’:
(5minutes)
---Whoshouldbesittingupandtakingnotice?
Why?
(parents,politicians,writersandcriticsshouldlistenup,becausethetimesarechangingsofastthatonecan’tbecontentwithone’soldwayoflife)
---Whatdoesthesingerthinkofhisparents’wayofdoingthings?
(outdated)
2Pairinterview(23minutes)
1)TdictatestoSsthefollowinglistofquestions:
---Whenareyourparents’birthdaysandtheirweddinganniversary?
---Doyourparentscelebrateyourbirthday?
Howabouttheirownbirthdaycelebration?
---Inyourparents’eyes,whatareyouinterestedin?
---Inyoureyes,whatareyourparentsinterestedin?
---Inwhatareasdoyourparentswantyoutoimprove?
---Inwhatwaysdoyouwantyourparentstoimprove?
---Tellofaninstancewhenyourparentsandyoudisagreeoversomething.
2)Ssformpairstointervieweachother.IfthereisanoddnumberofSsintheclass,onegroupmayconsistof3Ss.Theinterviewermustnotedowntheanswerfromtheinterviewee.
3)SomeSsreportinterviewresultstoclass.
3TmayleadintoTextAbysaying:
Aswefindfromourinterviews,parentsandchildrendonotoftenseeeyetoeye.Whenparentsinterferewiththeirchildren’saffairs,theybelievethattheyaredoingsointheinterestoftheirchildren.However,thechildrenmaynotbegrateful,asisthecaseintheplaywearegoingtostudy,FatherKnowsBetter.Whenyoureadon,Iwantyoutobearthisquestioninmind:
despitetheircomplaints,theThompsonchildrenactuallylovetheirfatherverymuch.Doyouyourselfshowsimilarattitudestowardsyourownparents?
(2minutes)
B.While-readingtasks
1Abriefintroductiontoplay(25minutes)
1)Twritesdownontheblackboardthemajorcomponentsofaplay:
characters,settings,stagedirections,language,conflicts,climax,andtheme.
2)Ssidentifythecharactersinthisplay.
3)SsreadthedirectionsforTextOrganizationExercises1and2,thenscantheplaytodivideitintothreeparts.Tmaydropahint:
justreadthestagedirectionsputinbrackets.
4)Texplainsthefunctionsofstagedirections:
tosetupstagepropertiesintheproperplace;toindicateachangeinsetting;todirectactors’movements,gesture,facialexpression,toneofvoice,etc.ThenTdrawsthefollowingillustrationontheblackboard:
UpLeftUpRight
StageLeftCenterStageStageRight
DownLeftDownRight
5)TinvitesoneStoreadaloudHeidi’sspeechtotheaudienceattheverybeginningoftheplay,thenaskanotherStore-createHeidi’swordsintoacompleteandgrammaticalparagraph.TheymayrefertoWritingStrategytoseethestylisticdifferencesbetweenspeechandwriting.
6)Tdefinesconflictsastheessenceofaplay,aclashofactions,ideas,desiresorwills.Itmayhappeninthreeforms:
managainstman,managainstenvironment,managainsthimself.Whenaconflictdevelopstothemostintensifiedpoint,itbecomesaclimax.TasksSstofindouttheform(s)ofconflictinthisplayastheylatergothroughthetext.
7)Texplainsthat,unlikeanovelistorshort-storywriter,aplaywrightcannotcomeforward,interrupttheaction,andtelltheaudiencewhathe/shemeansbyacertainsceneorexplaintothemwhatisgoingoninthemindsofthecharacters.Theaudiencemustconcludebythemselveswhatthemeoftheplayis.TtellsSsthattheywilldosoattheendofreadingthisplay.
2TexplainslanguagepointsinPartIandgivesSspractice(seeLanguageStudy).(15minutes)
3SssumupthemainconflictinPartI.(3minutes)
4TexplainslanguagepointsinPartIIandgivesSspractice(seeLanguageStudy).(25minutes)
5SssumupthemainconflictinPartII.(3minutes)
6TexplainslanguagepointsinPartIIIandgivesSspractice(seeLanguageStudy).(15minutes)
7SssumupthemainconflictinPartIII.(3minutes)
8Sssumupthethemeoftheplay.(6minutes)
C.Post-readingtasks
1.Thewaytheyare(25minutes)
1)Ssformgroupsof3-4,re-readPartⅡ.Basedonit,theywillcomeupwithabriefsummaryofthecharacteristicsofMother,Father,andthechildren(seeTextAnalysis).TmaygiveSsthefollowingmodel:
“FathershowsgreatrespectforMother.Hepulledthechairforherbeforedinner,andobeyedhercommandslike‘dogoon’,‘dogetonwithit’,‘don’tkeepusinsuspense’.Besides,althoughFatherwaspleasedwithwhathehaddoneforDiane,hehadlearnedfromexperiencethathiseffortswerenotalwayswelcome.Thatwaywhyhecouldquicklyrealizehisblunder,asmadeclearbysentence‘Ido?
Yes,IguessIdo.I’ve…doneitagain,haven’tI?
’
2)WhenSsdiscusswithinthegroup,thefollowingquestionsmighthelp:
----HowdidMotheraddressFatherandherchildren?
----Howmanydo’sanddon’tsdidsheuse?
Whatdotheytellabouthercharacter?
----OnwhosesideHeidiandSeanstagewhispertoeachother?
----WhatdidSeantellFatherthat“IdobelieveDianewouldliketoknowthesurprise?
”
----HowdidDianefeelwhenshesaid“Thankyou,Sean.Ioweyouone”?
----WhatwereDiane’sreactionsduringthescene?
3)Severalgroupsreporttheirsummariestotheclass.
2.TguidesSsthroughsomeafter-textexercises.(25minutes)
3.TchecksonSs’homereading(TextB)(3minutes)
4.SssoPartⅣ:
Theme-RelatedLanguageLearningTasks.(1period)
5.TasksSstoprepareforthenextunit:
(2minutes)
1)dothepre-readingtask;
2)previewTextA.
VIII.Assignments:
Assignmentsfor1stand2ndperiods:
●VocabularyExercisesI,II,IIIinTextA
●Listentotherecordingofthetext
Assignmentsfor3rdand4thperiods:
●Reviewwhathavebeenlearnedinclass
●ComprehensiveExercises,I,IIinTextA
●Readthetextfluentlyandimitatethepronunciationandintonationoftherecording
Assignmentsfor5thand6thperiods:
●Reviewwhathavebeenlearnedinclass
●LanguagePracticeinTextB
●PreparationsforparagraphrecitationanddictationofnewwordsandexpressionsinUnit3
Assignmentsfor7thand8thperiods:
●Reviewwhathavebeenlearnedinclass
●Homelistening:
Task1,2and3
●PreviewingtextAinUnit4
IX.TeachingReflection:
Trytolistentothefeedbackofthestudentsduringandafterthecourse,analyzetheweaknessesinteachingandimprovethemethodsasmuchaspossible.
Thefeedbackfromthestudents:
Themethodstakentoimprovetheteachingandlearning:
X.Appendix:
TeachingContents:
A.TextAnalysis
Althoughaplaywrightcan’tcomeforwardtospeakdirectlyreaders,wemaystillformamentalpictureofwhateachcharacterislike.
Let’stakePartⅡforexample.Fromthewaytheyspeak,theirtoneofvoice,theirfacialexpressionsandtheiractions,wefindFather,MotherandthethreeThompsonchildrenlife-like.
SinceabriefdiscussionofFather’scharacteristicsisgivenasamodelintheSuggestedTeachingPlan,herewewillfocusonMotherandthechildren.
Aswenotice,inherspeechMotherusesquiteanumberofdo’sanddon’ts,pleases,dears,andsweetheart’s.SheistherealheadoftheThompsonhousehold,givingoutcommandstoherchildrenaswellasherhusband.Moreover,mosttimesherordersarerespected.Ontheotherhand,knowingherchildren’sattitudetowardsFather’smeddling,shetriestomaintainthepeace,asintheinstancewhenshemaintainsFather’sdignitybytellingthechildren“Don’tinterrupt”,“Don’tdistractyourfather”,and“giveyourfathertherespecthedeserves”,orwhenshetriestodiverttheconversationbytalkingaboutherdessert.
TheThompsonchildrenrespectMother,asshownbytheirfrequent“Yes,Mother”and“Sorry,Mom”.Ontheotherhand,theyareusedtoFather’smeddlingwiththeiraffairs.WhenSeanandHeidifindoutthatthistimethebadluckhadbefallenDiane,theycanaffordtostandbackandpokeafewbemusedcomments.Diane’sfeelingsareentirelydifferent,though.SheisputonguardwhenFathertell