资源描述
宿迁学院教案课程名称：New Horizon College English (Book I) 教者：课 题：Unit 2：Deep ConcernTeaching objectives Students will be able to:1. grasp the main idea (the essence of writing is to explore the generation gap);2. master the key language points and grammatical structures in the text;3. conduct a serious of reading, listening, speaking and writing activities related to the theme of the unit.Teaching focus and difficult points1) The main idea of section A.2) The understanding of section A, including some difficult expressions.Teaching aidsTeaching notes prepared by the teacher, Blackboard and chalks, multi-media, etc.Teaching procedurePeriods 1-2Warm-up exercises1. What are some of the things you think the children and the parents might have different ideas about?- Children and their parents might have different ideas about many things, like dressing, food, music, etc. 2. How can the older and the younger generation have real communication with and understand each other?- The older and the younger generation should not be blind to what is important in each others world. They should never ignore each other, but admit the differences, and try to establish a real communication and understanding between them.Cultural Notes1. TattooTattoos, 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 wish to assert their independence from their parents, and who want to make themselves look special. Many people wear tattoos without concern about meaning, and tattoos of Chinese characters are increasingly popular.2. PiercingPiercings, holes driven through part of ones body for the purpose of wearing jewelry, are an ancient form of expression that has special meaning in both Western and Eastern societies. Like tattooing, getting a body part pierced can be a means for a young person to state their individuality. 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 piercings can be dangerous.3. Generation gapA generation gap is a vast difference between a younger generation and their elders. 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 World War II) and their parents. There were major differences in such matters as musical tastes, fashion, drug use, and politics. This situation may have been accelerated by the unprecedented size of the young baby boomer generation, which gave them a greater sense of power and influence than had been seen previously, and the younger generation was willing to rebel against social norms to a previously unseen degree. Several examples of generational differences were prominent during the period. Rock music and soul music (黑人灵魂音乐), popular among the youth, were mostly detested by their elders. Long hair on 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 dont trust anyone over 30.Preview of the text: Three charactersThe daughter: Sandy Finch; The father: Steve Finch;The mother: Jane Finch.Global Reading1. Order of the textThe author presents what Sandy did on a weekday morning through time order (sequenced order). To describe something according to the order of time is especially common with narrative writing. From the reading passage we can find that the presentation of details clearly follows the progress of time, as is apparent from the following words or sentences:The beginning sentence of the story tells us about the time: The radio clicked on. This is a very strong reminder of the time. From the passage we find that it was 6:15 A.M., time for getting up. After a couple of events, we find that after her shower, the conversation went on and something more happened. Then suddenly Im late. Ive got to go, still a strong indication of the time passing. And after Sandy had left for school, the father and mother have their conversation. At last, Jane Finch drove to work.Necessary Words, Phrases and Expressions Input:concern: n. as concerns 关于 as far as. be concerned/so far as. be concerned 关于；至于；就.而言 E.g. What is their concern?他们担心的到底是什么呢？ vt. be concerned about 关心 be concerned over sth./ be concerned at sth. 为某事忧虑 be concerned with 牵涉到， 与.有关， 参与E.g. The firms weak financial posture is starting to concern its stockholders.这个公司的财政危机已开始困扰股东That doesnt concern me. 那与我无关。click: vi. E.g. It was weird to see his cursor click, click, click its way across my screen. 看着他的鼠标指针在我的屏幕上滴答、滴答、滴答地点击，这真是一种不可思议的感觉。 n. E.g. move or strike with a click随着滴答声而发生变化blast: v. E.g. The referees blasted their whistles. 裁判高声吹哨。 They need to blast a tunnel through the mountains.他们需要在山中炸开一条隧道。blast forth(sounds) come out suddenly声音突然响起：blast offTo take off, as a rocket.发射，如火箭的发射：E.g. The spaceship blasted off. 宇宙飞船发射上天了。 n. E.g. an icy blast of wind 一阵冰冷的风The driver gave a blast on his horn. 汽车司机按了一下喇叭。The blast from the bomb blew out all the windows in the area. 炸弹爆炸的冲击波震破了这个地区的所有窗户。burst: burst forth 突然爆发出; 喷出 突然出现 大声喊叫, 突然说出 忽然跳出 burst in/ burst into闯入; 突然出现; 突然.起来; 突然发作 E.g. The sun burst through. 太阳突然出来了。stuff: 区别stuff与staff:stuff: matter; material 东西；材料staff: The personnel who carry out a specific enterprise全体雇员E.g. the teaching staff 全体教员grab：E.g. grabbed the letter from me从我手里抢走了信toast： n. E.g. I burned the toast. 我把土司烤焦了。 Lets make a toast! 我们来干杯！ vt. E.g. Toast!干杯！bug：E.g. Dont bug me please. 请不要打扰我。pierce: E.g. The cold pierced him to the bone.他感到寒冷刺骨。bolt: E.g. The horse bolted at the sound of the shot.听到射击声，马脱缰逃跑了。 upset: adj. E.g. upset parents心烦意乱的父母 vt. E.g. The bad news upset me.那则坏消息使我心烦意乱。appeal：appeal to 向.呼吁请求 投合.的心意; 引起.的兴趣 诉诸(武力) appeal to sb. for 为.向某人呼吁请求 have appeal 有吸引力, 引人入胜E.g. Bright colours appeal to small children. 小孩喜欢鲜艳的颜色。I appeal to your sense of justice.我呼吁你们拿出正义感rid: adj. He is rid of fever. 他的烧退了。 vt. He was finally able to rid himself of all financial worries.他终于能使自己摆脱所有的财政忧虑。influence: come under the influence of 开始受.影响 exert an influence on 对.施加影响 through the influence of 靠.的力量 n. My parents considered my friend to be a bad influence on me.我父母认为我朋友对我有不良影响。 vt. I dont want to influence you. You must decide for yourself. 我不想影响你。你必须自行决定。along with: E.g. She came along with us.她是同我们一起来的。turn off: switch off; stopturn on: switch on; cause to operateturn up: increase (a flame, a sound, etc.) usually by moving a switch；appearturn down: reduce (a flame, a sound, etc.) usually by moving a switchburst into: E.g. She burst into tears. 她突然号啕大哭。over and over: E.g. The barrel rolled over and over. 桶子地滚动着。reach for: E.g. Reach for your pencil, sir. 先生们拿起笔来。as well as: E.g. The editors as well as the proofreaders are working overtime.编辑和校对者都在加班工作。in peace and quiet: E.g. He might have ended his days in peace and quiet. 他本来可以在和平 与宁静中结束他的一生。make ones blood boil: E.g. That makes my blood boil. 那事使我怒火中烧。get rid of: E.g. Get rid of your dirty shoes.把你那双脏鞋扔掉。in any case: E.g. You must keep the appointment in any case. 您无论如何也要赴约。in case: in order to be prepared for sth. that may happen.E.g. I think Ill take a note in case I forget it.我得记一下，以免忘记。in case of: if or when sth. happens.E.g. In case of rain, take a taxi. 要是下雨，就坐出租车。in that case: if that happens.E.g. Oh, in that case, never mind. 哦，那就算了。talk sth. over: E.g. Lets talk it over. 咱们商量一下。Period (3-4)Teaching Objectives:1) Grasp the main idea and structure of the text;2) Grasp the key language points and grammatical structures in the text;3) Conduct reading, speaking and writing activities related to the theme of the unit.Teaching Focus and difficult points:1) The main idea and structure of Text A.2) The understanding of text A including some difficult expressions.3) The follow-up activity: debate on Online Learning.Teaching Aids: Teaching notes prepared by the teacherBlackboard, Tape recorderTeaching ProcedureStep 1 Revision: Dictation of words or phrasesStep 2. Structure analysis of the textPart I (Para. 1-5): Dialogue/Conflicts between Sandy and Father over her favorite music, and then, Sandy took a shower.Part II (Para. 6-20): Sandy went to the kitchen to find something for breakfast, Mother entered; they were in disagreement over several minor things, such as eating, teeth-brushing, dressing, and makeup. Part III (Para. 21-28): Mother and Father had a talk over coffee about their daughter.Part IV (Para. 29): Mother drove to work, on her way she thought about Sandy. 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: Language Points:1. The radio clicked on. Rock music blasted forth. (Para. 1) Meaning: As soon as the radio started with a short, sharp sound, rock music began loudly.2. Like a shot, the music woke Sandy. (Para. 1)Meaning: Sandy heard the music and woke up as if startled by a gunshot. Please notice that these three words -click, blast and shot- in the first three sentences are used to suggest a sense of suddenness.3. Sandy sang along with the words as she lay listening to her favorite radio station. (Para. 1)Meaning: Sandy followed the words of the song although she was still in bed, listening to her favorite radio station.4. . turn that music off! (Para. 2) Means: . stop that music!5. Steve Finch burst into her room. (Para. 2) Meaning: Steve Finch rushed into her room without knocking or warning her in advance.6. Its the same thing over and over. (Para. 2) Meaning: You listen to the same music again and again.7. . though it does have rhythm. (Para. 2) Meaning: . though it really has rhythm.8. Sandy reached for the radio to turn it up louder. (Para. 3)Meaning: Sandy stretched her hand out to increase the volume of the radio.9. I cant stand it. (Para. 4)Meaning: I cannot bear it.10. Then she put on her makeup，.(Para. 6)Meaning: Then she made up her face.11. As usual, she didnt know what to have for breakfast, so she grabbed a glass of milk and ate a piece of toast while standing by the sink. (Para. 6) Meaning: As had happened before, she didnt know what to have for breakfast, so she quickly took a glass of milk and ate a piece of toast while she was standing by the sink.12. It isnt healthy to eat standing up. (Para. 7)Meaning: It isnt good to your health if you have your breakfast while standing up.13. Ill brush my teeth when Im done. (Para. 12)Meaning: Ill brush my teeth when I have finished my breakfast.done: adj. finished E.g. When you are done, come back. 你干完后就回来。14. Sandy Finch, youre too young to wear that much makeup. (Para. 19)Meaning: Sandy Finch, youre not old enough to wear so much makeup.Notice that the mother greeted the daughter by full name, which means the mother was very firm in her opinion and/or wanted to be sure to get her daughters full attention. that: ad. (informal) so; to such a degree I didnt know you cared that much. 我不知道你这么在乎。Compare with this: ad. (informal) so; to this degree You cant have this much for breakfast. 早餐你不能吃这么多。15. . and bolted out of the house. (Para. 20)Meaning: . and left the house quickly.16. After Sandy had left for school, Jane Finch sat down in peace and quiet to drink her coffee.(Para. 21)Meaning: After Sandy had left for school, Jane Finch sat down calmly to drink her coffee.17. My stomach feels upset like its full of knots. (Para. 23)Meaning: I am not feeling well in stomach. It seems full of knots.18. I dont think Im old-fashioned(Para. 23)Meaning: I dont think I am unwilling to accept new ideasold-fashioned: adj. once usual or fashionable but now less commonE.g. His ideas are old-fashioned.他的思想陈旧。比较：in fashion：popular at a certain timeE.g. Mary only buys clothes that are in fashion.玛丽只买时装。out of fashion: no longer popularE.g. Some clothes are out of fashion now.有些衣服已经过时了。19. different music appeal to different generations(Para.24)Meaning: people of different age groups like different types of music20. She knew she had to have patience and keep the lines of communication with her daughter open. (Para. 29)Meaning: She knew she had to be patient and keep communication with her daughter effective.21. 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)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.Step 4 Post-reading TasksTranslate the Passage into Chinese.Step 5 Assignmentsa) Complete exercises related to Text Ab) Preview section BPeriod (5-6)Teaching Objectives:1) Conduct reading, speaking and writing activities related to the theme of the unit.2) Help students grasp the new words and expressions of section B.Teaching Focus and difficult points:The follow-up activities: exercises and debate on “Deep Concern”Teaching Aids: Teaching notes prepared by the teacherBlackboard Teaching ProcedureStep 1 Post-reading Tasks a) Revision b) Writing and reading skillsDistinguishing Between Facts and Opinions The particular reading skill introduced for this unit is distinguishing between facts and opinions. The ability to tell the difference between facts on one hand and the writers opinions or interpretations on the other is a crucial comprehension skill.Facts are statements that tell what really happened or what the case is, and they are usually based on direct evidence. Opinions are statements of belief, judgment or feeling. Opinions are often based on facts - but they also involve the writers personal interpretation of the facts, which may or may not match your interpretation of them. Sometimes it isnt easy to separate fact from opinion. Writers may combine fact and opinion in a way that makes it hard to say where the facts end and the opinions beginor they may present opinions as if they were facts. Purpose: Introduce the reading skill to the Ss and improve their reading abilities.Method: Use multimedia instruction and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.T explains the reading skill (distinguishing between facts and opinions).Ss practice the skill by doing the exercise on page 43 in pairs.Step 2. Passage Reading (Is There a Generation Gap?)2.1. Read the passage2.2. Do comprehension questions on page 49 and page 502.3. Language pointsconsistency: E.g. These accounts show no consistency. 这些报导前后不一致。consistent (adj.) be consistent with与一致E.g. What you say is not consistent with what you do. 你言行不一。refute：E.g. It goes without saying that we have the right to refute them publicly. 不用说，我们有权公开驳斥他们。tend：E.g. Europeans tend to love their cars. 欧洲人往往很喜欢汽车。 to tend a child照看一个孩子evaluate：E.g. I can not evaluate his ability. 我不能评价他的能力。apply：apply to适用于 apply for申请E.g. The rule applies to everyone.这条规定适用于每个人。 He wanted to apply for the job.他想申请这份工作。relate： vi. E.g. I cant relate to classical music. 我对古典音乐不太了解。 v. E.g. I cant relate what he does with to what he says. 我没法把他做的和说的联系起来。entitle: be entitled 叫做, 称为, 题目是be entitled to sth./to do sth. 对.享有权利, 值得; 有(做某事)的资格权利E.g. The novel is entitled “Pride and Prejudice.”那本小说叫傲慢与偏见This ticket entitles you to a free lunch. 凭此券你可免费吃一顿午餐。adopt: E.g. adopt an idea采纳意见 adopt a child收养一个孩子区别：adapt (v.)：适应 E.g. He has adapted well to winter climes.他很适应冬天气候了。adept (adj): be adept in/at 善于, 擅长, 精通E.g. Helen is adept in music. 海伦精通音乐。conflict： n. E.g. conflict between the two countries两国间的冲突 vi. E.g. Your interests conflict with mine. 你的利益和我的冲突。approach: v. E.g. Spring approaches.春天近了。 vt. E.g. approach a problem from different angles由不同的角度研究一个问题 n. E.g. a new approach一个新方法 the approach of night夜幕降临tap into：E.g. Few holidays tap into the American psyche so closely as Halloween. 与美国人心理最接近的节日莫过于万圣节前夜。look to: look to sb. for help指望某人帮助get across: E.g. she cannot get her ideas across. 她的想法别人不能理解。check in: E.g. Where can I check in? 在哪儿办理登记手续？check out: E.g. When should we check out? 我们应在何时退房呢？3. AssignmentDo the exercises about vocabulary and phrases on page 50 and page 51.
展开阅读全文