Unit 2 Text A Deep Concern 教案.doc

Unit 2(1) 课程教案授课题目（教学章节或主题）：Unit 2 Text A Deep Concern 授课类型口语课，讨论课授课时间第 周教学目标或要求：1. grasp the main idea and the structure of the text ;2. understand the devices developing the paragraphs3. master the key words and phrases and sentence patterns in the text;4. conduct a serious of reading, listening, speaking and writing activities related to the theme of the unit.Teaching focus: 1. Understanding of the text and text structure analysis; application of new words, expressions and sentence structures.2. Talk about the parent-child relationship.3. Get familiar with the term: the generation gap.4. Narrate a series of actions in time order.5. Reading skills employed in the text (Distinguishing between Facts and Opinions).6. Group Discussion on the topic of Generation Gap.7. Write notes of apology.Difficulties:1. Application of reading skills (Distinguishing between Facts and Opinions) in one passage;2. Understanding and application of the key sentence patterns, key words and expressions.3. Paraphrase and application of sentence patterns and difficult sentences.Teaching contents:Step 1: Lead-in Activities: Listen, Look & Say (45 m)1. Watch a video clip and please pay more attention to what the video is about. And then discuss the topics as follows:1) What happened to the father and the son?2) What is your definition of the conflict? 3) What can we do to bridge the generation gap? 2. Have all the students get the clear concept about what the generation gap is and the history of this term.3. Compound DictationStep 2: Text Study: Structure Analysis, Main Idea, Devices for Developing It (30 m)1. Global understanding the textAsk the Ss to give answers to comprehension questions of the text.2. Structure Analysis and main ideasThe passage is made up of 29 paragraphs, and, as shown in the sequence of time & space, it can be roughly divided into five parts. Part One is made up of 4 paragraphs, Para. 1 to Para. 4. This part tells us about the conflict between Sandy and her father over her favorite music.Part Two is made up of the fourth paragraph. This part, as a transitional one, is about how Sandy took a shower, which paves the way for the next conflict.Part Three consists of 15 paragraphs, from Para. 6 to Para. 20. This part just focuses on the conflict between Sandy and her mother over her dresses, makeup and other minor things.Part Four is made up of 8 paragraphs, from Para. 21 to Para. 28. It is about how Sandys parents, filled with deep concern over Sandys growth, discussed about the solutions to her problem.Part Five is composed of the last paragraph, Para. 29. This part is about how Sandys mother thought about talking to Sandy as she drove to work.3. Devices for developing each partPart One: The author described the conflict through the pattern of narration coupled with dialogues between Sandy and her father. Narration coupled with dialogues (叙述加对话)S: I like that music, Dad; its my favorite. Listen for a minute; Im sure youll like it.F: No, no, dont do that. I cant stand it. Turn that radio down so your mother and I cant hear it. Im sure that music is hurting your ears as well as your brain. Part Two: This part is developed in accordance with description of sequential actions. Description of sequential actions (动作顺序法) Sandy walked into the bathroom. turned on the shower. Then she grabbed the soap. washed thoroughly, including her hair.Part Three: The author employs the style of dialogue in this part to describe the direct conflict between Sandy and her mother. The Style of Dialogue (对话体) Their disagreement over eating: M: Sandy, why dont you sit down and eat your breakfast? It isnt healthy to eat standing up.S: I know, Mom, but I dont have time to sit down and eat.Their disagreement over teeth-brushing: M: Did you brush your teeth?S: Mom, I havent finished eating breakfast yet. Ill brush my teeth when Im done.Their disagreement over dressing:M: Sandy, why are you wearing that old T-shirt? Its disgusting.S: Mom, please stop.M: Stop what, dear?S: Stop bugging me.Their disagreement over makeup: M: Sandy, are you wearing eyeliner?S: Yes, Mom, Ive been wearing eyeliner for months. Isnt it pretty? M: Sandy Finch, youre too young to wear that much makeup.S: Mom, Im fifteen. Im old enough to wear makeup. Believe me, all the girls at school wear makeup. Some have tattoos and pierced ears, and noses and tongues, too.Part Four: Narration combined with dialogues is the major device through which to develop this part.Narration combined with dialogues (叙述加对话) Dialogues between the father and the mother about the problems with Sandy:F: My stomach feels upsetlike its full of knots. Its probably that awful music that wakes me up every morning. I dont think Im old-fashioned, but hearing those tuneless, offensive lyrics repeatedly makes my blood boil.M: You know, honey, different music appeals to different generations. Remember some of the music we listened to? Did you notice how much makeup our fifteen-year-old daughter was wearing this morning? I cant believe I didnt notice. I suppose we should feel lucky because makeup is our biggest problem with her. Ive seen other teenagers walking around town with tattoos and piercings all over their bodies.”F: What worries me is that music could have a negative influence on Sandy. I dont know whats happening to our little girl. Shes changing and Im concerned about her. Makeup, terrible musicwho knows what will be next? We need to have a talk with her. The news is full of stories about teenagers in trouble whose parents hardly know anything about their problems.M: Oh, I dont think her music is so terrible. But in any case, youre right. We need to have a talk with Sandy.Part Five: Narration is the device through which to develop this part. Narration of ones thinking (叙述体) Sandys mother was determined to have a talk with her daughter: As Jane Finch drove to work, she thought about her Sandy. She knew what she wanted to say, what she had to say to Sandy. She was so glad that she and Sandy could still talk things over. She 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.Step 3. Word Study, Paraphrase and translation of difficult sentences, application of sentence patterns. (30)1. New words and expressions study2. Ask Ss to paraphrase and translate some difficult sentences.1). The radio clicked on. Rock music blasted forth. (Para. 1)2). Ill brush my teeth when Im done. (Para. 7)3). I dont think Im old-fashioned, but hearing those tuneless, offensive lyrics repeatedly makes my blood boil. (Para. 23)4). Maybe eating breakfast will help me get rid of some of the knots in my stomach. 5). She and Sandy could still talk things over. (Para. 29)6). She knew she had to have patience and keep the lines of communication with her daughter open. (Para. 29) 7). 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. (Para. 29)3. Ask the Ss to make their own sentences following the sentences patterns and grammatical structures.1) Im not sure (that) sb./sth., though sb./sth. does尽管某人/事 ，但恐怕, 用于表述“对某人/事持保留看法”。 (L. 12)2) Do sth.; I am sure (that) you will (not) 做某事，你肯定（不）会,用于表述“给对方建议/与对方论理”。 (L. 16)3) Sb. doesnt think sb./sth., but doing sth. does某人认为不至于，但做某事又实在，用于表述“对事物的看法与感受的反差”。 (L. 78): 4) Sb. supposes sb. should (not) because sb./sth. 某人想某人（不）应该，因为某人/某物 ，用于表述“看待事物的角度和理由”。 (L. 93) 5) What worries one is that令某人担心的是，（that 可替换），用于表述“某人的担心”。 (L. 99)Step 4: Fun Time (25m)Story-telling about the generation gap. If time available, guide students how to write a good note of apology.Step 5. Conclusion (5 minutes)To go through what is learnt during the three periods and check whether the teaching goals have been reached and to see whether the Ss have any questions. 教学手段与方法：1. question-answer2. topic-focus discussion3. movie clip/picture-illustrating4. explanation & exemplification思考题、讨论题、作业：1. Go to the libraries, or surf the Internet, to get further information about the trend (趋势) of generation gap both at home and abroad and prepare for classroom presentation, for example, what are the possible rea