Teaching Plan for Unit 2, Book One Section A A Busy Weekday Morning Teaching Objectives This unit explores the generation gap between young people and their parents. After finishing studying Section A, Ss should be able to ·grasp the main idea (Young people and their parents might think quite differently on the same thing and seem to ignore what is important in each other’s worlds. This put them in separate worlds and creates the generation gap.) ·understand the causes of the generation gap (lack of communication and understanding leads to the two different generations going separate directions) and try to bridge the gap. ·be well-acquainted with the writing structure: Narration in Time Sequence ·describe a series of actions in time sequence ·have a good command of the important words, expressions and grammatical structure in the text Teaching Allotment ·1st period: Pre-reading Activities & While-reading Activities ·2nd period: While-reading Activities ·3rd period: After-reading Activities ·4th period: After-reading Activities Teaching Procedure Pre-reading Activities 1.1 Ss give examples for the following words and phrases (assigned in the last period): definitely, offensive, disgust, turn up (down), turn on (off), as well as Ss listen to a recording and answer the following questions after the second listening. Ss are encouraged with whatever answers they have. These are open-ended questions with no right or wrong answers. Q1: What are some of the things you think the daughter and her parents might have different ideas about? Q2: How can the older and the younger generation have real communication with and understand each other? Compound Dictation: Ss listen to the recording again and fill in the blanks with words from the tape. You are (about to) read an early morning (exchange) between a daughter and her parents. You will find how they think about the same things very (differently). You will also hear how they miss (connecting with) or understand each other. It is as if they are (blind to) what is important in each other’s worlds. This put them in separate worlds and (creates the gap between) the older and the younger generation While-reading Activities 2.1 Para.1 Important messages 1) Ss find the sentence that is a strong reminder of time, the beginning of a series of actions in time sequence (The radio clicked on) 2) Ss find the words that suggest a sense of suddenness (click, blast, shot) Q: Why does the author suggest a sense of suddenness? (It sets the tone of the story: The rush, suddenness, impetuousness and excitement are characteristic of young people and might come into a clash with the reserved parents.) Important words and expressions T gives one or two examples followed by Ss’ practice with more examples 1) The radio clicked on. (Para. 1) click: v. & n. (make) a short, sharp sound (like that of a key turning in a lock) The soldier clicked his heels and saluted. He clicked the light switch on. The door closed with a click. 2) Rock music blasted forth. (Para. 1) blast: v. make a loud, blaring noise The drivers are blasting on their horns. The judge blasted his critics. 3) Sandy sang along with the words as she…(Para. 1) along with: in company with She submitted a reference and degree transcripts along with the application. 2.2 Para. 2-4 Main idea Ss summarize the main idea: the difference between Sandy and her father when they talked about music (Sandy likes the music which is her favorite because it has a powerful massage; her father thinks it is horrible stuff instead of really music; it is weird with offensive language, hurting ears and brain) Important words and expressions T gives one or two examples followed by Ss’ practice with more examples 1) Steve Fench burst into her room. (Para. 2) burst into: come forth suddenly and with force or impact; give a sudden express to a feeling The police burst into the room She burst into tears. 2)…though it does have rhythm (Para. 2): …though it really has rhythm. Do shut up, Tom, and get on with your homework. Q: What is the word “does” used for here? (for emphasis) 3) Sandy reached for the radio to turn it up louder. (Para. 3) reach for: stretch out one’s arm, esp. in order to get or touch something. He reached for the phone and knocked over a glass. The cowboy reached for his gun and said: “Reach for the skies (=put your hands up).” 2.3 Para. 5-6 Important messages Ask Ss what important messages can be drawn from this part. (Sandy was bored with her parents’ bugging and seemed to enjoy privacy only in the bathroom where no one disturbed her.) Important words and expressions T gives one or two examples followed by Ss’ practice with more examples 1) At first, the water felt cold. (Para. 5) Please note that “feel” here does not mean “experience” as in the example of “He felt cold in the rain”. It means “give off a certain sensation”. Silk feels soft. The shower feels great. 2) No one disturbs me in here. (Para. 6) Sandy enjoyed the peace in the bath where she didn’t have to listen to her parents’ bugging. disturb: interrupt the quiet, rest, or peace of He’ll be angry if you disturb him while he is in conference. 3) Then she put on her makeup. (Para 6): She made up her face. Important structure T draws Ss’ attention to the time sequence. Ss point out the verbs describing actions and time markers linking the actions. (Sandy walked into the bathroom→ and turned on the shower→At first she woke up with the help of the cold water→Then, she thought…) (Para. 5) (After her shower, Sandy brushed her hair, put on her old, green T-shirt. Then she put on her makeup, grabbed her books and went to the kitchen) (Para. 6) 2.4 Para. 7-25 Important messages What does the dialogue between Sandy and her mother suggest about their communication, differences, even conflict? On one hand, Mother was unhappy with what Sandy did in the morning: she ate standing by; she didn’t brush her teeth before breakfast; she wore disgusting old T-shirt and she wore eyeliners. On the other hand, Sandy was bored with Mother’s bugging and muddled through their conversation. Both sides were a little annoyed. Important words and expressions T gives one or two examples followed by Ss’ practice with more examples 1) As usual, she didn’t know what to have for breakfast, … (Para. 7) as usual: in the habitual way; as has happened before As usual, he got up very early that morning. As usual, Sandy’s music made her father’s stomach feel uneasy. 2) It’s disgusting. (Para. 18) disgusting: bringing or causing a strong feeling of dislike of distaste There is a disgusting smell of rotting cabbage in the school canteen. His behavior is disgusting to all decent folk. 3) Sandy pretended not to notice that her mother was a little annoyed. (Para. 23) annoy: make rather angry; cause inconvenience She felt annoyed when her roommate refused to help. He was annoyed to learn that the flight would be delayed. It annoyed me that my neighbor played their TV late at night. Important structure 1) She ate a piece of toast while standing by the sink (Para. 7) While + -ing: during the time that; at the same time as He read the paper while waiting his turn. 2) I’ll brush my teeth when I’m done (Para.17). Be + done: at the point of completion When you are done, turn out the lights. 2.5 Para. 26 Main idea (Feeling unhappy about arguing too much with her mother, Sandy missed her brother who could talk with her and share her problems.) This paragraph summarizes the whole reading: Both sides of parents and children seem to ignore what is important in each other’s worlds. This put them in separate worlds and creates the generation gap. Important words and expressions T gives one or two examples followed by Ss’ practice with more examples 1) … but she hadn’t heard from him for a while. (Para. 26) hear from: receive communication The letter was the last the old man heard from his son. We haven’t heard from her for ages. After-reading Activities Comprehension of the Text Voluntarily or by turns, Ss answer some of the questions in Exercise II in the textbook Further understanding of the theme: generation gap Ss discuss in pairs. Then T invites several Ss to give their opinions on the following questions: How is the music you and your parents like differently? What do you think about your wear? What do you do when your mother bugs you? What do you usually argue with your parents about? What signs, if any, of a generation gap exist between you and your parents? T guides Ss through the following exercises in the textbook. Ss speak out their answers first; T and Ss discuss some common errors Summary (Ex. IX) Vocabulary (Ex. III, IV) Structure (Ex. VI) Translation (VII) Structured Writing 1) T calls Ss’ attention to the time sequence in writing: To describe something according to the order of time is especially common with narrative writing. 2) Ss go through the text again and try to find out how the presentation of details clearly follows the progress of time. (The radio clicked on, a reminder of time. it was 6:15 A.M., time for getting up. After a couple of events, and after her shower, the conversation went on and something more happened. Then suddenly she looked at the clock again; it was late, still a strong indication of the time passing. And at last, she ran to catch the school bus, the time marker is expressed through the action of leaving.) 3) Ss write a short paragraph within ten minutes. Follow the way the writer presents a series of actions according to a sequenced order and use time markers whenever possible. (Exercise XI) 4) T invites a few Ss to read their paragraphs to the classmates. Homework 4.1 Improve the written paragraph just finished; prepare a five-minute spoken report on the understanding of Generation Gap 4.2 Preview the whole part of B; look up in dictionaries for the usage of the following new words and get ready to show some examples in next period. upset, rid, radical, in peace and quiet, get rid of, talk over Section B Parent Talk Teaching Objectives After finishing studying Section B, Ss should be able to ·Understand the main idea (The parents see through the problems with their daughter and make efforts to understand how young people feel and why they act in a certain way so as to find answers to the problems. ) ·Be familiar with one of the important reading skills: Distinguishing Between Facts and Opinions ·have a good command of the important words, expressions and grammatical structures in the text Teaching Procedure (two periods) 1. Pre-reading Activities 1.1 Two or three Ss give oral presentation of the report on Generation Gap 1.2 Ss give examples for the following words and phrases (assigned in the last period): upset, rid, radical, in peace and quiet, get rid of, go too far, talk over While-reading Activities 2.1 Ss skim for the answers to the following questions to see how much they understand the text by preview: Why can’t Jane and Steve concentrate on reading? (They are worried about their daughter.) Why does Jane say they should feel lucky? (The biggest problem with their daughter is only makeup, which, compared with that of other teenagers, is not a big problem.) Which sentences in the conversation show that Jane is trying to understand her daughter? (L8: … different music appeals to different generations. L23: I suppose they’re expressing their identity… L30: Every generation seems to need to identify itself. L36: Oh, I don’t think her music is so terrible. I like it. L38: You know I like loud, weird music.) What do we know about Steve? (When he was young, he was also a rebel, wearing long hair and almost got expelled from school) What was the answer Jane has found to the problem with her daughter? (The last paragraph) 2.2 Question-raising by Ss T continues to ask Ss to paraphrase these difficult sentences if not covered by Ss’ questions. 1) My stomach feels upset—full of knots. (Para. 3) (My stomach is making me feel ill. It feels like it is full of tight lumps) 2) Every generation seems to need to identify itself. (Individuals in every generation seem to have the need to express themselves and show their identity, including their individuality, character, ideas, attitudes, and problems, et.) 3) She knew she had to have patience and keep the lines of communication with her daughter open. (She knew she had to be patient and wait for the right time for proper communication and not close off the possibility of talking things over with her daughter.) 2.3 Practice on words and expressions T gives one or two examples followed by Ss’ practice with more examples 1) … but hearing those tuneless, offensive lyrics repeatedly makes my blood boil. (Para. 3) make one’s blood boil: cause feeling of resentment, anger, or indignation Such carelessness makes my blood boil. 2) … different music appeals to different generations... (Para. 4) appeal to: interest or attract someone It’s a program designed to appeal mainly to 16 to 26 year olds. I think what appeals to me about his painting is the colors he uses. 3) I am distracted. (Para. 8) distract: v. draw one’s attention away The music distracted us from our work. What can we do to distract her mind from the sorrow caused by the death of her daughter? After-reading Activities 3.1 Further practice of vocabulary (Ex. XIV) 3.2. Comprehension of the text (Ex. XIII) 3.3. Ss discuss in groups of four on the following Qs: 1) What do our parents expect us to be? 2) What do I think of my parents? 3) Parents have great affection for their children. Do we appreciate it or have ever got annoyed by it? 4) What attitude should be adopted towards one’s grown-up children? Ss comment on: It is no use telling grown-up children not to make mistakes. 3.4. Developing reading skills Distinguish between facts and opinions (Ex. XII) Homework 4.1 Prepare for dictation of the important words and expressions in Section A & B 4.2 Finish studying Section C by Ss themselves 4.3 Preview Unit 3, Section A; look up in dictionaries for the usage of the following new words and get ready to show some examples in next period. Adjust, despite, engage, make it, subject to, now that