新视野大学英语读写教程UnitTwo教案

Unit Two

Objectives

After finishing this unit, students will be able to:

1.understand the main idea of this unit;

2.appreciate the writing style and writing structure of the passages;

3.master the key language points and grammatical structures in the text;

4.master the reading skill “distinguishing between facts and opinions”;

5.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit;

6. learn ways to write a paragraph, using sequenced order and time markers when necessary.

Time allotment

5 periods per unit

Section A (4 periods):

1st---2nd periods: Pre-reading activities( oral presentation for warming up, theme-related questions)；

While-reading activities(cultural notes, text-comprehension questions, text

structure analysis);

3rd---4th periods: While-reading activities (text analysis as key language points, grammatical structures, difficult sentences);

Post-reading activities (checking on the after-text-exercises).

Section B (1 period):

5th period: Pre-reading activities (Reading skills practicing);

While-reading activities (Passage B. T checks on Ss’ home reading by asking

text-comprehension questions based on Passage B. T explains some difficult

sentences); Post-reading activities(assigning homework, asking students to

prepare the next unit).

Teaching method:task-based teaching method, discourse analysis, team work, etc. Teaching aids:multi-media and blackboard, etc.

Teaching Procedures

Section A:

1. Pre-reading activities

Warming –up (3’)

1.1.1 Background information

Generation gap

A generation gap is a vast difference between a younger generation and their parents. The term first came into prominence in Western countries during the 1960s and described the cultural differences between the baby boomers (those born shortly after the World War II) and their parents. There were major differences in such matters as musical tastes, fashion, drug use, and politics. Several examples of generational differences were prominent during this period. Rock music and soul music, popular among the youth, were strongly against by their elders. Long hair on the young males was frequently seen as a shocking act of rebellion against social norms by their parents. A common catchphrase of the era among young people was “don’t trust anyone over 30”.

1.1.2 Cultural Notes

1. Tattoo: Tattoos, permanent ink markings placed just under the skin, have been common among societies for quite a long time. Though often used to identify people as criminals, tattoos have also been used as an expression of beauty, independence, identity, and religion. Nowadays they appeal mostly to young people who want to make themselves look special. Many people wear tattoos without concern about meaning, and tattoos of Chinese characters are increasingly popular. Some commonly seen tattoos and their meanings are in the following table.

Tattoo Meaning

Teardrops (on face) Years in prison (one teardrop for one year) Cross or crucifix Belief in Christianity

Heart (often with a person’s name inside) Love (of a person)

dove peace

eagle Love of the country (in the US)

2. Piercing: Piercings, holes driven through part of one’s body for the purpose of wearing jewelry, are an ancient form of expression that has special meaning in Western societies. It is not socially unacceptable for girls to get their ears pierced, but it can be offensive to some people to see men have their ears pierced. Though it still causes criticism, it is becoming more common to see a person with piercings in their eyebrows, nose, tongue, navel, and other parts of the body. It is important to note that some pierings can be dangerous.

1.1.3 Topic-related discussion

—Have you ever had difficulty talking to your parents? For example?

—How do you communicate with your parents when you have different ideas with them?

T asks the following questions to check if Ss have preview the text:

—What woke Sandy up?

—Why did Mr. Finch shout at his daughter?

—Why did Mrs. Finch call her daughter by her full name at the end of the dialogue?

2. While-reading activities

. Text Structure Analysis:

T draws Ss’ attention to Text Structure---Sequenced Order of Events. Then asks Ss to divide the text into five parts with their partners, and see how the author organizes a piece of wring according to sequenced order of events to describe what happened.

Text Structure Analysis

Sequenced Order of Events Part I (Para 1-4): A problem about music

Time marker: it was 6:15

The daughter:Sandy sang along with the

words as she lay listening to her favorite

radio station. Sandy reached for the radio to

turn it up louder.

The father:He ordered her to turn that

music off or turn down the radio. It was

horrible stuff with no rhythm as it was

hurting their ears and brain.

Part II (Para 5): Sandy took a shower.

A transitional paragraph

Part III (Para 6-20): A series of small arguments lead to another problem.

Time marker: after her shower

The daughter: Sandy had been wearing

eyeliner for months. She argued that she’s

old enough to wear makeup. And that

some girls at school even had tattoos and

pierced ears, noses and tongues, too.

The mother: The daughter was too young

to wear that much makeup.

Part IV (Para 21-28): Responses and evaluations from the father and mother on their

daughter

Time marker: after Sandy had left for school

There were some differences between the parents concerning Sandy’s behavior. However, they agreed that there were some problems with Sandy and that they had to talk with her.

Part V (Para 29):

Time marker: as Jane Finch drove to work

The mother knew she had to have patience and keep the lines of communication with her daughter open. She wanted to be there as an anchor for her, but at the same time she would give her freedom to find her own identity.

. Language Study

T makes Ss to practice the key language points by giving examples.

1) concern:

n. 1)［u］a feeling of worry

Following the accident there is growing concern over the safety of rail travel.

The doctor expressed serious concern about her health.

2) something that makes someone worried

This policy fails to address the concerns of the poor people.

vt. 1) make someone feel worried or upset

What concerns the experts most is the increasing level of pollution in our cities.

Her daughter is changing and she’s concerned about her.

He has never been very concerned about what other people think of him.

2) be about something

Tonight’s program concerns the effects of the law on ordinary people.

The story that follows concerns two famous characters of gold rush days.

常用搭配:to concern oneself about/with sth 某人关心某事

to be concerned about/with/for/over sb/sth 对某人或某事表示关心或担忧

as/so far as …is concerned 就…来说

2. burst into: 1) enter somewhere suddenly

The children burst into the room for toys.

A strange man burst into the house.

The children burst into the office without stopping to knock.

2) start suddenly

Mary burst into tears.

She burst into song.

常用搭配: burst into laughter/tears/applause…突然大笑/大哭/鼓掌

3. stuff:

n. ［u］something that one does not know the exact name

What’s the sticky stuff on the floor?

4. reach for: move one’s hand or arm so as to touch or hold something

He reached for his gun.

He reached for the phone and dialed the number.

He reached for the remote control and presses the “play” button.

5.turn up: increase (a sound, etc) usually by moving a switch

Please turn up the TV. I’d like to hear the news.

The air-conditioning unit was turned up too high.

6. turn down: reduce (a sound, etc) usually by moving a switch

Please turn the radio down. I’m trying to sleep.

Turn the TV down! It’s too loud!

7. turn on: cause (water, gas, etc) to flow or (equipment) to operate

He turned on the TV.

Turn the tap on and wash your hands.

8. offensive: causing offence, unpleasant

The room has an offensive smell. Why not open the window and air it?

I found his manner extremely offensive.

9. make one’s blood boil: make someone very angry

His remarks made her blood boil.

The way he treats his children makes my blood boil.

10. appeal to: please, attract, interest

Blue and red appeal to me, but I don’t like gray and yellow.

Does the idea of working abroad appeal to you?

Mobile phones of the latest fashion appeal powerfully to the young.

Italian food doesn’t appeal to Jack; he only likes Chinese food.

11. get rid of:

1) free oneself from something unwanted or unpleasant

I cannot get rid of the troubling idea.

These pills will help me get rid of my cold.

2) throw away or destroy

He just sat there talking all evening and I couldn’t get rid of him.

There are too many flies in the dining-room; they should think of a way to get rid of them.

If you want to keep fit, you should first of all get rid of your bad habit of smoking and

drinking.

12. in any case: no matter what happens

We’ve decided to go in any case.

He didn’t say anything about it at the meeting and in any case it’s too late now.

▲Don’t confuse this phrase with “in case”, “in case of”, and “in that case”.

In case: in order to be prepared for something that may happen

I think I’ll take an umbrella in case it rains.

Take my number in case you need to phone me.

In case of: if or when something happens

In case of rain, take a taxi.

In case of fire, break this glass.

In that case: if that happens

“I’m busy on Tuesday.”“Oh well, in that case we’ll have to meet another day.”

They may not offer me much money. In that case, I won’t take the job.

13. talk over: talk about something thoroughly and seriously

I’d like to talk over that article with you.

Why don’t you come to my office and talk it over with me?

Who do you prefer to talk things over with, your peers or parents?

The parents and the teachers are willing to talk over problems.

. Difficult sentences

1) I’ll brush my teeth when I’m done.

Meaning: I’ll brush my teeth when I have finished my breakfast.

When you are done, give us a call.

He is done with politics and moving to the country to become a farmer.

2) Sandy Finch, you’re too young to wear that much make up.

Meaning: Sandy Finch, you’re not old enough to wear so much makeup.

I didn’t know you cared that much.

I was that hungry I could have eaten a horse.

I’ve never been out this late before.

You can’t have this much for breakfast.

3) She knew she had to have patience and keep the lines of communication with her

Meaning: She knew she had to be patient and keep communication with her daughter effective.

Meaning: She wanted to be a person who can make her feel safe and supported but at the same time let her find out who she is by herself.

3. Post-reading activities

. Text comprehension questions (10’)

T asks Ss to answer questions about the text on the text book. (P34)

. Summary of the text (10’)

One morning, Sandy was woken by the music, and she began to sing (1) _____ with the words. Her father (2) _____ her room, complaining about the horrible (3) ______ Sandy was listening to. He said it was the same thing (4) _____, and the (5) _____ language was used.

He advised his daughter to hurry up and (6) _____ school. Then Sandy went into the

bathroom and took a shower. Then she (7) _____ her favorite clothes and makeup and went to the kitchen for some food. (8) _____, Sandy took a glass of milk and ate a piece of toast

while (9) _____ by the sink. At this time, her mother came in, gave her a lot of (10) _____

on how to eat, what to put on and when to brush teeth. Sandy argued that she was old

enough to (11) _____ makeup and explained that some girls at school had tattoos and (12)

_____ ears, and noses and tongues. After Sandy had left for school, her parents sat together to discuss heir daughter’s problem. They knew that they had to be (13) _____ and keep the

lines of communication with their daughter open. But at the same time they should give her freedom to find her own (14) _____.

Keys:

1. along

2. burst into

3. stuff

4. over and over

5. offensive

6. get ready for

7. put on 8. As usual 9. standing 10. instructions 11. wear 12. pierced

13. patient 14. identity

. Checking on the Exercises (15’)

T checks if Ss have done the rest of the after-text exercises in their spare time, and discusses some common errors that crop up.

Section B:

1.Pre-reading activities (Reading skill practicing )

Reading Skills: Distinguishing Between Facts and Opinions and finish the exercise afterwards.

2.While-reading activities (Text B can be done as extensive reading)

. T checks on Ss’ home reading by asking text-comprehension questions based on the Passage. T explains some difficult sentences if any.

Text comprehension questions:

1) What is generation gap?

2) How many tips does the author give to help bridge the generation gap?

3) What are they?

4) Which one(s) do you think is (are) the most important?

. Language Study

1. in turn: as a result of sth

Her mother taught her, and she in turn taught her own daughter.

The gas price rose and, in turn, the cab fares were raised.

2. tap into: understand sth such as people’s ideas, beliefs and values

The questionnaire is designed to tap into students’ ideas about future life.

It is difficult to tap into Jane’s psyche.

3. look to: depend on someone to do sth

People whose homes have been flooded are looking to the government for help.

I look to you to give support to the movement.

4. relate to: feel that you understand someone’s problem, situation, etc.

Some teenagers find it hard to relate to their parents.

I can’t relate to his ideas at all.

5. as opposed to: used to emphasize the difference between two things

Your work will be judged by quality as opposed to quantity.

We ate in the restaurant as opposed to the nightclub.

3.Post-reading activities

Discuss some common errors that crop up in after-text exercises of Section B. Assignment:

1. Review Related Grammatical Item: Adverbial clause

2. Oral exercise: Role plays

Directions: Work in groups. One of you acts as Sandy, while the other two act as Jane, Sandy’s mother. There are three acts, try to act them out according to the main idea of Text A.

Rehearse those acts with your partners thoroughly before you perform it in front of the rest of the class.

ActⅠSandy and her father

ActⅡSandy and her mother

Act ⅢParent Talk

When you make preparations, be sure that you go through the following steps：

1）Choose two of your classmate as partners.

2）Try your best to get familiar with Text A, especially how to use the words, phrases and sentence structures.

3）Work together to write out the scripts.

4）You have 8 minutes to rehearse in class.

5）Select two or three groups to perform their play in the class, while the other students just listen. When they finish, please make comments.

3. Preview Section A of Unit 3

Three questions to answer after previewing:

1) Why do you think people stared at the father and the son?

2) What do you think “a good heart”is?

3) What is the difference between how the son felt about his father as a youth and how he feels

many years later?

4. Finish the rest exercises of Section A&B