全新版大学英语综合教程第二册教案Unit3Book2.docx

1、全新版大学英语综合教程第二册教案Unit3Book2Unit 3 The Generation GapI. Teaching ObjectivesStudents will be able to:Students will be able to:1 understand the main idea (Father meddled in childrens affairs with good intentions, but only to find his efforts unwelcome) and structure ( three settings, three scenes) of th

2、e text;2 appreciate the basic elements of a play;3 grasp the key language points and grammatical structures in the text;4 conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.II. Key Points: The structure, the writing skill, and the main idea of th

3、e text will be the focus. Only a few words and sentences, which will be the obstacles for students understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structures are hard to analyze:1. Line 43: Sean and I wil

4、l have a man to man talk.2. Line 45-47: And I just wanted you to know that Ill do anything I can to help him through lifes dangerous sea.3. Line 103: My treat, I told him. And of course, he was glad to accept.IV. Teaching Materials: Power point and materialsV. Teaching Methods: Lecturing, practicing

5、 and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods: Pre-reading; Teachers Introductory Remarks and Students Discussion related to the topic. 3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explain

6、ing Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A. Check on Ss home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-read

7、ing tasks1 T asks Ss the following questions on the song The Times They Are A-changing: ( 5 minutes)-Who should be sitting up and taking notice？Why? (parents, politicians, writers and critics should listen up, because the times are changing so fast that one cant be content with ones old way of life)

8、-What does the singer think of his parents way of doing things? ( outdated)2 Pair interview ( 23 minutes)1)T dictates to Ss the following list of questions:-When are your parents birthdays and their wedding anniversary?-Do your parents celebrate your birthday? How about their own birthday celebratio

9、n?-In your parents eyes, what are you interested in?-In your eyes, what are your parents interested in?-In what areas do your parents want you to improve?-In what ways do you want your parents to improve?-Tell of an instance when your parents and you disagree over something.2)Ss form pairs to interv

10、iew each other. If there is an odd number of Ss in the class, one group may consist of 3 Ss. The interviewer must note down the answer from the interviewee.3)Some Ss report interview results to class.3 T may lead in to Text A by saying: As we find from our interviews, parents and children do not oft

11、en see eye to eye. When parents interfere with their childrens affairs, they believe that they are doing so in the interest of their children. However, the children may not be grateful, as is the case in the play we are going to study, Father Knows Better. When you read on, I want you to bear this q

12、uestion in mind: despite their complaints, the Thompson children actually love their father very much. Do you yourself show similar attitudes towards your own parents?( 2 minutes)B. While-reading tasks1 A brief introduction to play ( 25 minutes)1)T writes down on the blackboard the major components

13、of a play: characters, settings, stage directions, language, conflicts, climax, and theme.2)Ss identify the characters in this play.3)Ss read the directions for Text Organization Exercises 1 and 2, then scan the play to divide it into three parts. T may drop a hint: just read the stage directions pu

14、t in brackets.4)T explains the functions of stage directions: to set up stage properties in the proper place; to indicate a change in setting; to direct actors movements, gesture, facial expression, tone of voice, etc. Then T draws the following illustration on the blackboard:Up Left Up RightStage L

15、eft Center Stage Stage RightDown Left Down Right5)T invites one S to read aloud Heidis speech to the audience at the very beginning of the play, then ask another S to re-create Heidis words into a complete and grammatical paragraph. They may refer to Writing Strategy to see the stylistic differences

16、 between speech and writing.6)T defines conflicts as the essence of a play, a clash of actions, ideas, desires or wills. It may happen in three forms: man against man, man against environment, man against himself. When a conflict develops to the most intensified point, it becomes a climax. T asks Ss

17、 to find out the form(s) of conflict in this play as they later go through the text.7)T explains that, unlike a novelist or short-story writer, a playwright can not come forward, interrupt the action, and tell the audience what he/she means by a certain scene or explain to them what is going on in t

18、he minds of the characters. The audience must conclude by themselves what theme of the play is. T tells Ss that they will do so at the end of reading this play.2 T explains language points in Part I and gives Ss practice ( see Language Study).( 15 minutes)3 Ss sum up the main conflict in Part I. ( 3

19、 minutes)4 T explains language points in Part II and gives Ss practice ( see Language Study).( 25 minutes)5 Ss sum up the main conflict in Part II.( 3 minutes)6 T explains language points in Part III and gives Ss practice ( see Language Study). ( 15 minutes)7 Ss sum up the main conflict in Part III.

20、( 3 minutes)8 Ss sum up the theme of the play. ( 6 minutes)C. Post-reading tasks1. The way they are (25minutes)1)Ss form groups of 3-4, re-read Part . Based on it, they will come up with a brief summary of the characteristics of Mother, Father, and the children (see Text Analysis). T may give Ss the

21、 following model:“Father shows great respect for Mother. He pulled the chair for her before dinner, and obeyed her commands like do go on, do get on with it, dont keep us in suspense. Besides, although Father was pleased with what he had done for Diane, he had learned from experience that his effort

22、s were not always welcome. That way why he could quickly realize his blunder, as made clear by sentence I do? Yes, I guess I do. Ivedone it again, havent I ?2)When Ss discuss within the group, the following questions might help:- How did Mother address Father and her children?- How many dos and dont

23、s did she use? What do they tell about her character?- On whose side Heidi and Sean stage whisper to each other?- What did Sean tell Father that “I do believe Diane would like to know the surprise?”- How did Diane feel when she said “Thank you, Sean. I owe you one”?- What were Dianes reactions durin

24、g the scene?3)Several groups report their summaries to the class.2. T guides Ss through some after-text exercises. (25 minutes)3. T checks on Ss home reading (Text B) (3 minutes)4. Ss so Part : Theme-Related Language Learning Tasks. (1 period)5. T asks Ss to prepare for the next unit: (2 minutes)1)d

25、o the pre-reading task;2)preview Text A.VIII. Assignments:Assignments for 1st and 2nd periods: Vocabulary Exercises I, II, III in Text AListen to the recording of the textAssignments for 3rd and 4th periods: Review what have been learned in classComprehensive Exercises, I, II in Text ARead the text

26、fluently and imitate the pronunciation and intonation of the recordingAssignments for 5th and 6th periods: Review what have been learned in classLanguage Practice in Text BPreparations for paragraph recitation and dictation of new words and expressions in Unit 3Assignments for 7th and 8th periods: R

27、eview what have been learned in classHome listening: Task 1, 2 and 3Previewing text A in Unit 4IX. Teaching Reflection: Try to listen to the feedback of the students during and after the course, analyze the weaknesses in teaching and improve the methods as much as possible.The feedback from the stud

28、ents: The methods taken to improve the teaching and learning:X. Appendix: Teaching Contents:A. Text AnalysisAlthough a playwright cant come forward to speak directly readers, we may still form a mental picture of what each character is like.Lets take Part for example. From the way they speak, their

29、tone of voice, their facial expressions and their actions, we find Father, Mother and the three Thompson children life-like.Since a brief discussion of Fathers characteristics is given as a model in the Suggested Teaching Plan, here we will focus on Mother and the children.As we notice, in her speec

30、h Mother uses quite a number of dos and donts, pleases, dears, and sweethearts. She is the real head of the Thompson household, giving out commands to her children as well as her husband. Moreover, most times her orders are respected. On the other hand, knowing her childrens attitude towards Fathers

31、 meddling, she tries to maintain the peace, as in the instance when she maintains Fathers dignity by telling the children “Dont interrupt”, “Dont distract your father”, and “give your father the respect he deserves”, or when she tries to divert the conversation by talking about her dessert.The Thomp

32、son children respect Mother, as shown by their frequent “Yes, Mother” and “Sorry, Mom”. On the other hand, they are used to Fathers meddling with their affairs. When Sean and Heidi find out that this time the bad luck had befallen Diane, they can afford to stand back and poke a few bemused comments. Dianes feelings are entirely different, though. She is put on guard when Father tell