新视野大学英语第三版第二册Unit3-A-journey-through-the-odyssey-years教案

B2U3Ajourneythroughtheodysseyyears教学重点：TohaveknowledgeofOdyssey,OdysseusandtheodysseyyearsTounderstandandusethewords,phrases,structures,rhetoricinthetextTobeacquaintedwiththewritingskillsofacomparison/contrastessay教学难点：ApplythephrasesandpatternsWritingparagraphswiththestructureofacomparison/contrastessay.教学过程：PartIWarm-upI.KnowledgeofTheOdyssey,Odysseus,andtheodysseyyearsAssignmentCheckStudentsaregoingtosharetheirassignments.Readourtheirreflection.Theassignmenthastobegivenwhenstudentsandtheteacherlastmeet.Theirlastassignmentisto:WatchthemovieTheOdysseyandwriteareflection.Theereflectionshouldincludes:ashortsummaryofthemoviestudents’feelingsandideasafterwatchingthemovie.Brainstorming:Question:Whatdoestheodysseyyearsmaymean?Answersforreference:NowtheOdysseyhasbecomeaspecialtermforanepicjourneyorgreatstruggleasOdysseus,themaincharacterintheepicpoem,encounteredrepeatedtroublesandchallengeswhenhelefthomeandlovedones.II.ComparisonofyouandyourparentsQuestions:Whatisyourunderstandingof“generationgap”?Doyouthinkthereisagenerationgapbetweenyouandyourparents?Whydoyouthinkso?Groupwork:Thinkofthedifferencesbetweenyouandyourparents.Makeasummaryofyourdiscussionbyfillinginthefollowingchart.Shareanswers/AspectsofdifferencesYouYourparentsEducationCollegeeducationHighschoolCriticalthinkingDiscussthefollowingproblemsingroups.Doyouagreewiththestatementthattheodysseyyearscouldleadtoself-discovery?Whyorwhynot?Whatmightbethemostsignificantpersonaleffectcausedbythedelayintransitiontoadulthood?Howmightparentslookatthenewtrendandthedelayedtransition?*Theseareopen-endedquestions.Allowstudentstofreelyexpressthemselvesandtellthemtolistentotheauthors’answerstothesequestions.Andtheclasswillre-discussthesethreequestionswhenwehavefinishedourreading.PartIIPre-readingQuizTakethequizbychecking(√)whetherthestatementsonPage60aretruetoyou.Andthenyoucanjudgewhichgenerationyoubelongtoaccordingtothegradingcriteria.Question:Doyouthinkthequizkindofdefinesomecharacteristicsofyouandyourgeneration?MainstructureReadthewholepassageanddividethetextintoseveralparts.Fillintheblankstopresentthemainstructureofthetext.*Payattentiontohowtheauthormakesacomparisonbetweentwodifferentgenerations.PartIIIWhile-readingIntroductionPartThestructureanalysis1)AskstudentstodiscussinpairoringroupTheintroductionpartiscomposedoftwosections.Paragraph1describesthateachagephasebringsitsownpeculiarsetofchallenges.Paragraph2functionsasatransition.2)TheteacherpresentsthewritingskillTransitioncreatesalinkorconnectionbetweenthepreviousparagraphandthefollowingone.InEnglish,transitioncanberealizedbyusingtransitionalwords,sentencesorparagraphs.QuestionsforunderstandingHowdopeopledivideourlifestages(Para.1)?Whydoestheauthorsaythateachuniquelifephasebringsitsownpeculiarsetofchallenges(Para.2)?Words,phrasesandsentencesGiveanintensiveanalysisofthenewwords(e.g.theirorigins,literalmeanings&impliedmeanings),phrasesandsentences.*Theteachershouldhelpstudentstounderstandandthink,insteadofgivingthemtheanswersdirectly.Allowmoretimeforstudents’thinkingandreflection.Bodypart:theodysseyyears:anewlyaddedphaseoflifeStructureanalysisQuestionsforunderstandingAccordingtotheauthor,whatdoes“anorm”referto(Para.3)?Whataretheso-called“odysseyyears”(Para.4)?Whydoestheauthorthinkthatodysseyyearsare“anunavoidablestageinreachingadulthood(Para.4)?Words,phrasesandsentencesBodypart:characteristicsoftheodysseyyearsStructureanalysisQuestionsforunderstandingWhyyoungpeoplefeelpressure(P6)?Accordingtotheauthor,wheredoestheyoungpeople’s“confusion”comefrom(P6)?Whyparentsfeelanxiousandupset(P7)?Whatarepressuresforwomenandmenrespectively(P8,9)?Words,phrasesandsentencesConclusionpartQuestionsforunderstandingWhatistheauthor’sadviceproposed?Whatshouldnotthegraduatesdoandwhatshouldtheydo?Words,phrasesandsentencesPartIVAfter-readingSummaryRe-discussthecriticalthinkingquestions:Doyouagreewiththestatementthattheodysseyyearscouldleadtoself-discovery?Whyorwhynot?Whatmightbethemostsignificantpersonaleffectcausedbythedelayintransitiontoadulthood?Howmightparentslookatthenewtrendandthedelayedtransition?RecallthemainstructureWritingskillsRecallthemainideasofthetextandhowtheauthorstructureshiswriting.Introducetwomajorstructuresofcomparisonorcontrast:Point-to-pointSubject-to-subjectAgoodexampleSupposenowwearegoingtowriteanarticletocompare/contrasttwoplaces:myhometownandmycollegetown,thatis,GridlockandSubnormal.Howcanweorganizeourideasbyusingthefollowingstructures?Point-to-point(SeeinAppendixI)Subject-to-subject(SeeinAppendixII)PartVAssignmentStructuredwriting:YouandyourparentsRecallwhatyouhavediscussedintheclassroomonthedifferencesbetweenyouandyourparentsandreorganizetheseideasintoanarticlebasedonthecomparison/contraststructure.Youcaneitherusethepoint-to-pointstructureorthesubject-to-subjectstructure.Watchingavideoclip:1.W