全新版大学英语第二册教案 Unit 3 The Generation Gap 1.docx

全新版大学英语第二册教案 Unit 3 The Generation Gap 1.docx

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全新版大学英语第二册教案Unit3TheGenerationGap1

Unit3TheGenerationGap

I．TeachingPlan（5periods）

Objectives

Studentswillbeableto:

1understandthemainidea（Fathermeddledinchildren’saffairswithgoodintentions,butonlytofindhiseffortsunwelcome）andstructure（threesettings,threescenes）ofthetext;

2appreciatethebasicelementsofaplay;

3graspthekeylanguagepointsandgrammaticalstructuresinthetext;

4conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.

Timeallotment

1stperiod

2ndperiod

3rdperiod

4thperiod

5thperiod

Pre-reading

While-reading

（introductiontoplays）

While-reading（introductiontoplays;PartI）

While-reading;Post-reading（thewaytheyare）

Post-reading;Checkonstudents’homereading（TextB）

Theme-RelatedLanguageLearningTasks

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（outdated）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）

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）

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.

Ⅱ.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.SheisputonguardwhenFathertellsher“Ihaveasurpriseforyou.”ThensheisembarrassedasFathermentionsherfeelingstowardyoungKyle.Later,asFathergoesondelayingtellingthetruth,shebecomeshysterical.Finally,whenshelearnsthetruth,sheloseshertemper.

Isn’titawonderthatwordscantellsomuchaboutpeople?

Ⅲ.CultureNotes

1.Familylife:

Somefamiliesareverychild-centered.Theclosestfamilieseatmealsatthesametimeandspendtheirfreetimetogether.Somefamilies,however,onlyseeeachotherforashorttimeintheevening,andthoughthechildrenarestillconsideredimportant,theyhavetofitinthelivesoftheirparents.

Theaveragedayformanyfamiliesbeginswithgettingthechildrenupandreadyforschool.Thereisusuallyarushforeveryonetousethebathroom,findcleanclothes,eatbreakfast,andcatchthebus.Inthemeantimetheparentshavetogetreadyforworkthemselves.Earlymorningsareascrambleformanyfamilies.

Theschooldayusuallyendsatabout3p.m.intheUSand4p.m.inBritain,andtheworkingdayat5p.m.orlater,somanyparentshavetomakearrangementsfortheirchildrenafterschool.Theymaygotoanafter-schoolcenterorstaywithaneighbor’schildren.Olderchildrenoftendoactivitieslikesportsormusicattheirschool,orgohomeanddotheirhomework.Childrenoftenalsohavetodochores.

Inmanyfamilies,thechildreneatwhentheygethomeandtheirparentseatlater.Intheeveningsthechildrenplayorgoandseefriends.Ifeveryoneisstayingintheymaywatchtelevisiontogether.Manyparentsmakeaneffortstspendqualitytimewiththeirchildren,anhourorsoeachdaywhentheygivethemthefullattention.

Americanfamiliesareoftencriticizedforthewaytheydothingsseparately,thoughmanypeoplebelievethatitisgoodforchildrentolearntobeindependent.Fromanearlyagechildrenareencouragedtodecidewhattheywanttodo,eatorwear,andtheirparents