新视野大学英语第三版第二册Unit3教案

B2U3Ajourneythroughtheodysseyyears教学重点：1.TohaveknowledgeofOdyssey,Odysseusandtheodysseyyears2.Tounderstandandusethewords,phrases,structures,rhetoricinthetext3.Tobeacquaintedwiththewritingskillsofacomparison/contrastessay教学难点：1.Applythephrasesandpatterns2.Writingparagraphswiththestructureofacomparison/contrastessay.教学过程：PartIWarm-upI.KnowledgeofTheOdyssey,Odysseus,andtheodysseyyears1.AssignmentCheckStudentsaregoingtosharetheirassignments.Readourtheirreflection.Theassignmenthastobegivenwhenstudentsandtheteacherlastmeet.Theirlastassignmentisto:WatchthemovieTheOdysseyandwriteareflection.Theereflectionshouldincludes:•ashortsummaryofthemovie•students’feelingsandideasafterwatchingthemovie.2.Brainstorming:Question:Whatdoestheodysseyyearsmaymean?Answersforreference:NowtheOdysseyhasbecomeaspecialtermforanepicjourneyorgreatstruggleasOdysseus,themaincharacterintheepicpoem,encounteredrepeatedtroublesandchallengeswhenhelefthomeandlovedones.II.Comparisonofyouandyourparents1.Questions:1)Whatisyourunderstandingof“generationgap”?2)Doyouthinkthereisagenerationgapbetweenyouandyourparents?Whydoyouthinkso?2.Groupwork:1)Thinkofthedifferencesbetweenyouandyourparents.2)Makeasummaryofyourdiscussionbyfillinginthefollowingchart.3)Shareanswers/AspectsofdifferencesYouYourparentsEducationCollegeeducationHighschool3.CriticalthinkingDiscussthefollowingproblemsingroups.1)Doyouagreewiththestatementthattheodysseyyearscouldleadtoself-discovery?Whyorwhynot?2)Whatmightbethemostsignificantpersonaleffectcausedbythedelayintransitiontoadulthood?3)Howmightparentslookatthenewtrendandthedelayedtransition?*Theseareopen-endedquestions.Allowstudentstofreelyexpressthemselvesandtellthemtolistentotheauthors’answerstothesequestions.Andtheclasswillre-discussthesethreequestionswhenwehavefinishedourreading.PartIIPre-readingI.Quiz1.Takethequizbychecking(√)whetherthestatementsonPage60aretruetoyou.Andthenyoucanjudgewhichgenerationyoubelongtoaccordingtothegradingcriteria.2.Question:Doyouthinkthequizkindofdefinesomecharacteristicsofyouandyourgeneration?II.MainstructureReadthewholepassageanddividethetextintoseveralparts.Fillintheblankstopresentthemainstructureofthetext.*Payattentiontohowtheauthormakesacomparisonbetweentwodifferentgenerations.PartIIIWhile-readingI.IntroductionPart1.Thestructureanalysis1)AskstudentstodiscussinpairoringroupTheintroductionpartiscomposedoftwosections.•Paragraph1describesthateachagephasebringsitsownpeculiarsetofchallenges.•Paragraph2functionsasatransition.2)TheteacherpresentsthewritingskillTransitioncreatesalinkorconnectionbetweenthepreviousparagraphandthefollowingone.InEnglish,transitioncanberealizedbyusingtransitionalwords,sentencesorparagraphs.2.Questionsforunderstanding1)Howdopeopledivideourlifestages(Para.1)?2)Whydoestheauthorsaythateachuniquelifephasebringsitsownpeculiarsetofchallenges(Para.2)?3.Words,phrasesandsentencesGiveanintensiveanalysisofthenewwords(e.g.theirorigins,literalmeanings&impliedmeanings),phrasesandsentences.*Theteachershouldhelpstudentstounderstandandthink,insteadofgivingthemtheanswersdirectly.Allowmoretimeforstudents’thinkingandreflection.II.Bodypart:theodysseyyears:anewlyaddedphaseoflife1.Structureanalysis2.Questionsforunderstanding1)Accordingtotheauthor,whatdoes“anorm”referto(Para.3)?2)Whataretheso-called“odysseyyears”(Para.4)?3)Whydoestheauthorthinkthatodysseyyearsare“anunavoidablestageinreachingadulthood(Para.4)?3.Words,phrasesandsentencesIII.Bodypart:characteristicsoftheodysseyyears1.Structureanalysis2.Questionsforunderstanding1)Whyyoungpeoplefeelpressure(P6)?2)Accordingtotheauthor,wheredoestheyoungpeople’s“confusion”comefrom(P6)?3)Whyparentsfeelanxiousandupset(P7)?4)Whatarepressuresforwomenandmenrespectively(P8,9)?3.Words,phrasesandsentencesIV.Conclusionpart1.QuestionsforunderstandingWhatistheauthor’sadviceproposed?Whatshouldnotthegraduatesdoandwhatshouldtheydo?2.Words,phrasesandsentencesPartIVAfter-readingI.Summary1.Re-discussthecriticalthinkingquestions:1)Doyouagreewiththestatementthattheodysseyyearscouldleadtoself-discovery?Whyorwhynot?2)Whatmightbethemostsignificantpersonaleffectcausedbythedelayintransitiontoadulthood?3)Howmightparentslookatthenewtrendandthedelayedtransition?2.RecallthemainstructureII.Writingskills1.Recallthemainideasofthetextandhowtheauthorstructureshiswriting.2.Introducetwomajorstructuresofcomparisonorcontrast:Point-to-pointSubject-to-subject3.AgoodexampleSupposenowwearegoingtowriteanarticletocompare/contrasttwoplaces:myhometownandmycollegetown,thatis,GridlockandSubnormal.Howcanweorganizeourideasbyusingthefollowingstructures?•Point-to-point(SeeinAppendixI)•Subject-to-subject(SeeinAppendixII)PartVAssignmentI.Structuredwriting:Youandyourparents1.Recallwhatyouhavediscussedintheclassroomonthedifferencesbetweenyouandyourparentsandreorganizetheseideasintoanarticlebasedonthecomparison/contraststructure.2.Youcaneitherusethepoint-to-pointstructureorthesubject-to-subjectstructure.II.Watchingavideoclip:1.Watchthevideoclipandmakeasummaryofeachinterviewee’sstory,e.g.whattheyaredoingnoworwhatarethei