Unit2TextADeepConcern教案

1Unit2(1)课程教案授课题目（教学章节或主题）：Unit2TextADeepConcern授课类型口语课，讨论课授课时间第周教学目标或要求：1.graspthemainideaandthestructureofthetext;2.understandthedevicesdevelopingtheparagraphs3.masterthekeywordsandphrasesandsentencepatternsinthetext;4.conductaseriousofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.Teachingfocus:1.Understandingofthetextandtextstructureanalysis;applicationofnewwords,expressionsandsentencestructures.2.Talkabouttheparent-childrelationship.3.Getfamiliarwiththeterm:thegenerationgap.4.Narrateaseriesofactionsintimeorder.5.Readingskillsemployedinthetext(DistinguishingbetweenFactsandOpinions).6.GroupDiscussiononthetopicofGenerationGap.7.Writenotesofapology.Difficulties:1.Applicationofreadingskills(DistinguishingbetweenFactsandOpinions)inonepassage;2.Understandingandapplicationofthekeysentencepatterns,keywordsandexpressions.3.Paraphraseandapplicationofsentencepatternsanddifficultsentences.Teachingcontents:Step1:Lead-inActivities:Listen,Look&Say(45m)1.Watchavideoclipandpleasepaymoreattentiontowhatthevideoisabout.Andthendiscussthetopicsasfollows:1)Whathappenedtothefatherandtheson?2)Whatisyourdefinitionoftheconflict?3)Whatcanwedotobridgethegenerationgap?2.Haveallthestudentsgettheclearconceptaboutwhatthegenerationgapisandthe2historyofthisterm.3.CompoundDictationStep2:TextStudy:StructureAnalysis,MainIdea,DevicesforDevelopingIt(30m)1.GlobalunderstandingthetextAsktheSstogiveanswerstocomprehensionquestionsofthetext.2.StructureAnalysisandmainideasThepassageismadeupof29paragraphs,and,asshowninthesequenceoftime&space,itcanberoughlydividedintofiveparts.PartOneismadeupof4paragraphs,Para.1toPara.4.ThisparttellsusabouttheconflictbetweenSandyandherfatheroverherfavoritemusic.PartTwoismadeupofthefourthparagraph.Thispart,asatransitionalone,isabouthowSandytookashower,whichpavesthewayforthenextconflict.PartThreeconsistsof15paragraphs,fromPara.6toPara.20.ThispartjustfocusesontheconflictbetweenSandyandhermotheroverherdresses,makeupandotherminorthings.PartFourismadeupof8paragraphs,fromPara.21toPara.28.ItisabouthowSandy’sparents,filledwithdeepconcernoverSandy’sgrowth,discussedaboutthesolutionstoherproblem.PartFiveiscomposedofthelastparagraph,Para.29.ThispartisabouthowSandy’smotherthoughtabouttalkingtoSandyasshedrovetowork.3.DevicesfordevelopingeachpartPartOne:TheauthordescribedtheconflictthroughthepatternofnarrationcoupledwithdialoguesbetweenSandyandherfather.Narrationcoupledwithdialogues(叙述加对话)S:Ilikethatmusic,Dad;it’smyfavorite.Listenforaminute;I’msureyou’lllikeit.F:No,no,don’tdothat.Ican’tstandit.TurnthatradiodownsoyourmotherandIcan’thearit.I’msurethatmusicishurtingyourearsaswellasyourbrain.PartTwo:Thispartisdevelopedinaccordancewithdescriptionofsequentialactions.Descriptionofsequentialactions(动作顺序法)3Sandywalkedintothebathroom.→turnedontheshower.→Thenshegrabbedthesoap.→washedthoroughly,includingherhair.PartThree:TheauthoremploysthestyleofdialogueinthisparttodescribethedirectconflictbetweenSandyandhermother.TheStyleofDialogue(对话体)Theirdisagreementovereating:M:Sandy,whydon’tyousitdownandeatyourbreakfast?Itisn’thealthytoeatstandingup.S:Iknow,Mom,butIdon’thavetimetositdownandeat.Theirdisagreementoverteeth-brushing:M:Didyoubrushyourteeth?S:Mom,Ihaven’tfinishedeatingbreakfastyet.I’llbrushmyteethwhenI’mdone.Theirdisagreementoverdressing:M:Sandy,whyareyouwearingthatoldT-shirt?It’sdisgusting.S:Mom,pleasestop.M:Stopwhat,dear?S:Stopbuggingme.Theirdisagreementovermakeup:M:Sandy,areyouwearingeyeliner?S:Yes,Mom,I’vebeenwearingeyelinerformonths.Isn’titpretty?M:SandyFinch,you’retooyoungtowearthatmuchmakeup.S:Mom,I’mfifteen.I’moldenoughtowearmakeup.Believeme,allthegirlsatschoolwearmakeup.Somehavetattoosandpiercedears,andnosesandtongues,too.PartFour:Narrationcombinedwithdialoguesisthemajordevicethroughwhichtodevelopthispart.Narrationcombinedwithdialogues(叙述加对话)4DialoguesbetweenthefatherandthemotherabouttheproblemswithSandy:F:…Mystomachfeelsupset—likeit’sfullofknots.It’sprobablythatawfulmusicthatwakesmeupeverymorning.Idon’tthinkI’mold-fashioned,buthearingthosetuneless,offensivelyricsrepeatedlymakesmybloodboil.M:Youknow,honey,differentmusicappealstodifferentgenerations.Remembersomeofthemusicwelistenedto?Didyounoticehowmuchmakeupourfifteen-year-olddaughterwaswearingthismorning?Ican’tbelieveIdidn’tnotice.Isupposeweshouldfeelluckybecausemakeupisourbiggestproblemwithher.I’veseenotherteenagerswalkingaroundtownwithtattoosandpiercingsallovertheirbodies.”F:WhatworriesmeisthatmusiccouldhaveanegativeinfluenceonSandy.Idon’tknowwhat’shappeningtoourlittlegirl.She’schangingandI’mconcernedabouther.Makeup,terriblemusic—whoknowswhatwillbenext?Weneedtohaveatalkwithher.Thenewsisfullofstoriesaboutteenagersintroublewhoseparentshardlyknowanythingabouttheirproblems.M:Oh,Idon’tthinkhermusicissoterrible.Butinanycase,you’reright.WeneedtohaveatalkwithSandy.PartFive:Narrationisthedevicethroughwhichtodevelopthispart.Narrationofone’sthinking(叙述体)Sandy’smotherwasdeterminedtohaveatalkwithherdaughter:AsJaneFinchdrovetowork,shethoughtaboutherSandy.Sheknewwhatshewa