新視野第二版第一冊(cè)講稿(終稿)

Unit1SectionA:LearningaForeignLanguageQTeachingObjectives:Thisunitisintendedtointroduceyoutostudyingbycomputer.Afterlearningit,Ssshouldbeabletounderstandthemainidea(theauthor'sexperiencesoflearningEnglishandthewaytolearnaforeignlanguagebyusingacomputer)andstructureofthetextinSectionA(threeparts:Introduction,BodyandConclusion).learnthewaytowriteaparagraphofcauseandeffect.masterareadingskill:Findingoutwordmeaningsbyusingcontextcluesandwordpartclues.graspthekeylanguagepointsandgrammaticalstructuresinthetextsinSectionAandB.conductaseriesofreading,listening,speakingandwritingactivities.Timeallotmentls,period Pre-reading;While-reading(PartI:Para.1;PartII:Para.2-4)2ndperiod While-reading(PartII:Para.5-7;PartIII:Para.8)3rdperiod Post-readingExercises4thperiod Textstructureanalysis:AparagraphofcauseandeffectTeachingProcedures:Pre-readingActivitiesQuestions(stimulating,involving,extending,thought-provoking,inductivequestions,opinion-gapactivity):Tasksthefollowingquestionstolearnaboutthestudents,experiencesoflearningEnglish.Q1:HowlonghaveyoulearnedEnglish? Q2:WhatdoyouthinkoflearningEnglish?TasksSstolistentoashortpassage(providedwiththetextbook)twiceandanswerthequestionswiththeirownexperiencesQI:WhatproblemsdoyouhaveintryingtolearnEnglishinyourmiddleschool?Q2:WhatotherthingsdoyouthinkwecangainthroughEnglishlanguagelearning?Q3:WhydoyouthinkthecomputercanhelpyouinlearningEnglish?Thusleadingintothetextbysaying,althoughEnglishlanguagelearningisnoteasyandsometimesfrustrating,wecangetmanythingsfromit.BesidesstudyingEnglishinregularclassrooms,wecanlearnitonline.ThetextwearegoingtolearnistotellushowonestudentlearnedEnglishbyusingacomputer.While-readingtasksTasksSstoreadthefirstparagraphandtrytofindthetopicsentence(Learningaforeignlanguagewasoneofthemostdifficultyetmostrewardingexperiencesofmylife.)Ssskimtheparagraphsfrom2to4andfindouttheanswerstothefollowingquestionsbyworkinginpairs.QI:Whatmadetheauthor'sEnglishlearninginjuniormiddleschoolverysuccessful?Thekindandpatientteacherandherpositivemethodofpraisingallstudentsoften.Q2:Howwastheauthor'sexperiencewithEnglishlearninginseniormiddleschooldifferentfromhisexperienceinjuniormiddleschool?(Injuniormiddleschool,hisEnglishteacherwaskindandpatient.HelikedtoanswerquestionsinclassandhemademuchprogressinEnglish.But,inhisseniormiddleschool,histeacherpunishedthosewhogavewronganswers.Hedidn'twanttoanswerquestionsanymoreinclass.Asaresult,hedidn'tmakemuchprogressinEnglish.)Q3:Inwhatwayistheauthor'sexperiencewithEnglishinjuniormiddleschoolsimilartohisexperienceincollege?Inwhatwayaretheydifferentfromeachother?(Incollegeandjuniormiddleschool,hisEnglishteacherswerebothpatientandkind,buthedidn'thaveasmanychancestoanswerquestionsincollegeashedidinjuniormiddleschool.)LanguagepointsanddifficultsentencesinthefirstfourparagraphsAlthoughattimes,learningalanguagewasfrustrating,itwaswellworththeeffort.(Para.1)Meaning:Althoughsometimeslearningalanguageisdisappointing,itwasrewordingenoughtospendtimeandeffortonit.Bewellworthsth./doingsth.:berewordingenoughforthetimeandeffortE.g.:Thisfilmiswellworthseeing.Hehasdecidedtohavealookatthehouseforitiswellworthbuying.Becauseofthepositivemethod,IeagerlyansweredallthequestionsIcould,neverworryingaboutmakingmistakes.(Para.2)Meaning:Becauseoftheeffectiveandhelpfulmethod,IwasverywillingtoanswerallthequestionsIcould,andIneverworriedaboutmakingmistakes.Note:Thepresentparticiplephrase“neverworryingaboutmakingmistakes''functionsasanadverbialofreason.Positive:adj.A.effective,helpful;B.definite,allowingnoroomfordoubt;C.sure,havingnodoubtaboutsth.E.g.:Wouldyoupleasegivemeanypositiveadvice?Wehavetowaitbecausewestilldon'thaveapositiveanswerastowhattodonext.Areyoupositivethatheisthepersonyouarelookingfor?NotonlydidIlosemyjoyinansweringquestions,butalsoItotallylostmydesiretoanythingatallinEnglish.(Para.3)Meaning:Inotonlydidn'tfeelhappyansweringquestions,butalsoIdidn'twanttosayanythinginEnglish.Note:With"notonly''or"only"placedatthebeginningofasentence,thesentenceordershouldbeinverted.E.g.:Onlyinthiswaycanwefinishtheworkintime.Notonlydidweenjoythefilm,butalsowehadagoodtime.Unlike:prep.Different;notlike,notthesame(Para.4)E.g.:Herrecentreportisquiteunlikeherearlierwork.Unlikeme,Tomoftenplaysfootballinhissparetime.Farfrom:not...atall;ratherthan(Para.4)E.g.:Farfrom(being)angry,he'sveryhappy.Hersonisfarfrom(being)handsome;heissomewhatugly.Acoupleof:twoorthree(Para.4)Apairof:twoApairofshoes,apairofgloves,acoupleofchildren,acoupleofquestionsIbegantofeelintimidated.(Para.4)Meaning:Ibegantofeelfrightenedandlackimidate:vt.MakeonefrightenedbythreatsE.g.:Johnintimidatedhisbrotherbysayingthathewouldkillhim.Asaboy,Iusedtointimidatemysisterintocryingbytellingherthatawolfwascoming.Ssworkinpairstoskimtheparagraphsfrom5to7andfillinthefollowingblanks.ThenecessaryequipmentforlearningEnglishonlineis(acomputer,phonelineandmodem)Onlinelearningisnoteasierthanregularclassroomstudybecauseitrequires.(muchtime,commitmentanddiscipline)ThemethodusedbytheauthorforonlineEnglishlearningis .(hardwork)TsumsupthemainideaofPartII(Para.2-7)(theauthor'sexperiencesoflearningEnglishandthewaytolearnEnglishonline)andasksSstoreadPara.8andthenanswerthefollowingquestions.Questions:1)Whywouldn'ttheauthortradehisexperienceinlearningaforeignlanguageforanythingelse?(Becauselearningaforeignlanguagetaughthimthevalueofhardworkandgavehiminsightsintoanotherculture.)Accordingtothelastparagraph,whatintereststheauthormostaboutEnglish?(Hecouldcommunicatewithmanymorepeoplethanbefore.)6.TexplainsthelanguagepointsinthelastfourparagraphsandasksSstomakesentenceswiththem.(20minutes)Access:n.wayofentering;rightofusing,reaching,orentering(Para.5)E.g.:Theonlyaccesstothebuildingwasguardedbythesoldiers.Withthemayor'shelp,weatlastallowedaccesstothosepeoplewhosufferedfromthetrafficaccident.Aswellas:inadditionto(Para.7)E.g.:Hegavememoneyaswellasadvice.Itisnoteasytodoscientificresearch;itrequirestime,energyandmoneyaswellasdisciplineandcommitment.Feellikesth./doingsth.:wanttodosth.(Para.7)E.g.:Aftertravelingalongdistance,Ifeltlikearest.Atthesightofthemiserablescene,theladyfeltlikecrying.Giveup:stophavingordoing(Para.7)E.g.:Inordertoleadahappylife,you'dbettergiveupsmoking.Ihadfinallyre叩edthebenefitsofallthathardwork.(Para.7)Meaning:Igainedthegoodthingsthathappenedasaresultofallthathardworkatlast.Reapthebenefitsof:getsth.asarewardE.g.:Hefeltthathereapedthebenefitsofconversationswithforeigners.Note:Wemaysay:reapaprofit;reapareward;reapwheat.Learningaforeignlanguagehasbeenamosttryingexperienceforme,butonethatIwouldn'ttradeforanything.(Para.8)Meaning:Learningaforeignlanguagehasbeenanexperiencefullofdifficulties,butIwouldn'texchangeitforanythingelse.Trade(in)...for...:exchange...for...E.g.:Inordertobuyabirthdaypresentforhiswife,hetradedhiswatchforacomb.Tradeon:makeuseofE.g.:Hetradedonhisfather'snametorunformayor.participatein:takepartin(Para.8)E.g.:Iwanttohavetheopportunitytoparticipateintheparty.nowthat:conj.because(somethinghashappened)(Para.8)E.g.:Nowthatyou'regrownup,youmusttakegoodcareofyourself.reachoutto:communicatewith;contact(Para.8)reachoutfor:trytogetreachfor:holdoutone'shandtogetsth.E.g.:WiththeintroductionofInternet,wecanreachouttoourfriendsbye-mail.E.g.:Youmustreachoutforanyopportunitythatcomesyourway.E.g.:Theboyreachedfortheapplebutfailed.Post-readingtasksTchecksifSshavedonevocabularyexercises(ExerciseIIIandIV),structureexercises(ExerciseVandVI)andstorysummary,anddiscusssomecommonerrorsthatcropup.Ssareaskedtohavecompounddictation(Para.8)andtranslatethisparagraphintoChinese.Learningaforeignlanguagehasbeenamostexperienceforme,butonethatIwouldn't foranything.Notonlydidlearninganotherlanguageteachme,butitalsogavemeintoanotherculture,andmymindnewwaysofseeingthings.ThemostresultofhavinglearnedaforeignlanguagewasthatIcouldmanymorepeoplethanbefore.Talkingwithpeopleisoneofmy,sobeingabletospeakanewlanguageletsmemeetnewpeople,conversations,andformnew, friendships.Ispeakaforeignlanguage,staringintospacewhenEnglishis,Icanparticipateand.Iamabletoothersandthegapbetweenmylanguageandcultureandtheirs.TextstructureanalysisTexplainsthewaytowriteaparagraphofcauseandeffectandasksSstodoExerciseXinpairs.Twritesatopicsentence“Thecomputerisgoodforourlife."ontheblackboard;Ssaredividedintosmallgroups(fourSsinagroup)anddiscussthecauseandtheeffect,andthenagroupleaderwritesaparagraphshowingacause-and-effectrelationship.Twalksaroundtheclassroomandparticipatesinthediscussion.SeveralSsareaskedtoreadtheirparagraphstotheclassanddecidewhichisthebestone.AparagraphforreferenceThecomputerisgoodforourlife.Becauseofitsabilitytostorevastamountsofinformationandtheincrediblespeedatwhichitcanwork,itcanspeedupcalculation,saveusfromarduouscalculation,keepcompanyaccounts,analyzestatistics,finishdesignationofprojectsandmonitorproductioninfactories.Withthedevelopmentofscienceandtechnology,peopleusethecomputertosende-mail,oreventolearnaforeignlanguage.Thereisnowhardlyaspectofeverydaylifethatdoesn'tbringusintocontractwithcomputers.SectionB:KeystoSuccessfulOnlinelearningReadingskill:FindingoutwordmeaningsCheckingonstudents'homereading;ReviewReadingskill:FindingoutwordmeaningsTintroduceswaystofigureoutwordmeaningsbyusingcontextcluesandguidesSsthroughExerciseXII.ContextClue1:DefinitionAllotherbirthdaysarecalledsingil(bomday).Thesixty-firstbirthdayiscalledhuangup(beginningofnewlife).Theharborisprotectedbyajetty一awallbuiltoutintothewate匚ContextClue2:RestatementHehadawanlook.Hewassopaleandweakthatwethoughthewasill.Iamaresoluteman.OnceIsetupagoal,Iwon'tgiveitup.ContextClue3:GeneralknowledgeThedoorwassolowthatIhitmyheadonthelintel.Markgotonthemotorbike,soIsatbehindhimonthepillion.ContextClue4:Relatedinformation“Shewenttoschoolfor12yearsandshecan'twriteasentence?"Timkensaid."Theymadeanilliterateoutofmydaughter!"Timkenwasnowangry...Onceagainheflewintoarage.ContextClue5:ExampleSelectanyoftheseperiodicals:Time,Newsweek,Reader'sDigestorTheNewYorker.ContextClue6:ComparisonThesnowwasfalling.Bigflakesdriftedwiththewindlikefeathers.ContextClue7:ContrastMostofusagreed;however,Billdissented.Tintroduceswaystofigureoutwordmeaningsbyusingwordspartcluesandgivessomecommonprefixesandsuffixes.DividingCompoundWords:Background:back+ground;Newspaper:news+paper;Runaway:run+away;Skyscraper:sky+scraperRecognizingPrefixes:Aprefixisawordorsyllableputatthebeginningofawordtochangeitsmeaningoraddtoitsmeaning. indirectin-+directremarryre-+marryRecognizingSuffixes:Asuffixisasyllableorsyllablesaddedtotheendofaword.Suffixescanalsooffercluestomeaningsofnewwordsastheyusuallyjustchangethepartsofspeechofthebasewords.peacefulpeace+-fulamazementamaze+-mentNote:somecommonprefixesandsuffixesPrefixesPrefixMeaningExamplein-,il-im-,ir-misun-redisover-under-nonsubprepost-co-ex-bi-notnotbad(ly)orwong(ly)notagainorbacknottoanexcessivedegreenotenough,notsufficientlynotunderorbeneathbeforeafterwithortogetherformertwoortwiceindirect,illegalimpatient,irregularmisunderstand,misleadunfairrepay,returndislike,dishonestoverworkunderdevelopednon-smokersubwaypreschoolpostwarco-ownerex-conbicycleSuffixVerbsuffixesExampleNounsuffixesExample-ensharpen-mentmovement-fypurify-ion,-ationsuggestion,organization-izemodernize-nesskindnessAdjectivesuffixesExample-ityfeasibility-fulpeaceful-ydifficulty-lesscareless-or,-eractor,leader-an,-ianAmerican,musician-hoodchildhood-ywindy-shipfriendship-ic(al)historic(al)-domfreedom-able,-iblemovable,divisible-alarrival-ishgirlish-agepostage-likecatlike-anceassistance-sometiresome-encedifference-worthypraiseworthy-iveactiveAdverbsuffixExample-iymonthly->yquicklySsworkinpairstocompleteExerciseXVIandchecktheanswers.Checkingonstudents9homereading(thetextinSectionB)andreviewSsareaskedtoanswerthequestion“Whataretheidealqualitiesofsuccessfulonlinestudents?”(10minutes)Beopen-mindedaboutsharinglife,work,andlearningexperiencesaspartofonlinelearning.E.g.:Beabletocommunicatethroughwriting.Bewillingto"speakup"ifproblemsarise.TaketheprogramseriouslyAcceptcriticalthinkinganddecisionmakingaspartofonlinelearning.Beabletothinkideasthroughbeforereplying.Keepupwiththeprogressofthecourse.TwritessomewordsandexpressionsinUnitOneontheblackboardandhelpsSsreviewthem.playaroleinbe/becomeawareof/that-inadditionreflectonallowforbevitaltoariseembarrassreapthebenefitsofcommitnotonly...butalsonowthatcomeacrosskeepupwithinsightbewellworthsth./doingsth.tradeforfeellikeaccessparticipateinfrustrateunlikeopportunitybelikelyItis/wascriticalthat-Ssaredividedintotwogroupstohaveasentence-makingcontestin20minutes.Thegroupwhomakemoresentenceswillbethewinner.(T-Sinteraction,20minutes)Tassignsthehomework.(5minutes)DoExerciseXIintheexercisebooks.PreviewthetextinSectionA,UnitTwoandprepareastoryaboutthegenerationgapbetweenchildrenandparents.Authentictasksafterclass—lookup/searchforinformationaboutonlinelearning;SAT:TheScholasticAptitudeTest;GCE:GeneralCertificateofEducation-findandreadSectionC,copyathought-provoking/inspringquotationfromit,bringittothenextclassandshareitwiththeclass.Unit2SectionA:DeepConcernTeachingObjectivesThisunitexploresthegenerationgapbetweenyoungpeopleandtheirparents.AfterfinishingstudyingSectionA,Ssshouldbeabletograspthemainidea(Youngpeopleandtheirparentsmightthinkquitedifferentlyonthesamethingandseemtoignorewhatisimportantineachother'sworlds.Thisputtheminseparateworldsandcreatesthegenerationgap.)understandthecausesofthegenerationgap(lackofcommunicationandunderstandingleadstothetwodifferentgenerationsgoingseparatedirections)andtrytobridgethegap.bewell-acquaintedwiththewritingstructure:NarrationinTimeSequencedescribeaseriesofactionsintimesequencehaveagoodcommandoftheimportantwords,expressionsandgrammaticalstructureinthetextTeachingAllotment1stperiod:Pre-readingActivities&While-readingActivities2ndperiod:While-readingActivities3rdperiod:After-readingActivities4thperiod:TextStructureAnalysisandReviewTeachingProcedurePre-readingActivitiesSsgiveexamplesforthefollowingwordsandphrases(assignedinthelastperiod):definitely,offensive,disgust,turnup(down),turnon(off),aswellasSslistentoarecordingandanswerthefollowingquestionsafterthesecondlistening.Ssareencouragedwithwhateveranswerstheyhave.Theseareopen-endedquestionswithnorightorwronganswers.QI:Whataresomeofthethingsyouthinkthedaughterandherparentsmighthavedifferentideasabout?Q2:Howcantheolderandtheyoungergenerationhaverealcommunicationwithandunderstandeachother?CompoundDictation:Sslistentotherecordingagainandfillintheblankswithwordsfromthetape.Youare(aboutto)readanearlymorning(exchange)betweenadaughterandherparents.Youwillfindhowtheythinkaboutthesamethingsvery(differently).Youwillalsohearhowtheymiss(connectingwith)orunderstandeachother.Itisasiftheyare(blindto)whatisimportantineachother'sworlds.Thisputtheminseparateworldsand(createsthegapbetween)theolderandtheyoungergenerationWhile-readingActivities.Para.1ImportantmessagesSsfindthesentencethatisastrongreminderoftime,thebeginningofaseriesofactionsintimesequence.(Theradioclickedon)Ssfindthewordsthatsuggestasenseofsuddenness,(click,blast,shot)Q:Whydoestheauthorsuggestasenseofsuddenness?(Itsetsthetoneofthestory:Therush,suddenness,impetuousnessandexcitementarecharacteristicofyoungpeopleandmightcomeintoaclashwiththereservedparents.)ImportantwordsandexpressionsTgivesoneortwoexamplesfollowedbySs'practicewithmoreexamplesTheradioclickedon.(Para.1)click:v.&n,(make)ashort,sharpsound(likethatofakeyturninginalock)E.g.:Thesoldierclickedhisheelsandsaluted.Heclickedthelightswitchon.Thedoorclosedwithaclick.Rockmusicblastedforth.(Para.1)blast:v.makealoud,blaringnoiseE.g.:Thedriversareblastingontheirhorns.Thejudgeblastedhiscritics.Sandysangalongwiththewordsasshe...(Para.1)alongwith:incompanywithE.g.:Shesubmittedareferenceanddegreetranscriptsalongwiththeapplication..Para.2-4MainideaSssummarizethemainidea:thedifferencebetweenSandyandherfatherwhentheytalkedaboutmusic(Sandylikesthemusicwhichisherfavoritebecauseithasapowerfulmassage;herfatherthinksitishorriblestuffinsteadofreallymusic;itisweirdwithoffensivelanguage,hurtingearsandbrain)ImportantwordsandexpressionsTgivesoneortwoexamplesfollowedbySs'practicewithmoreexamplesSteveFenchburstintoherroom.(Para.2)burstinto:comeforthsuddenlyandwithforceorimpact;giveasuddenexpresstoafeelingE.g.:ThepoliceburstintotheroomSheburstintotearsthoughitdoeshaverhythm(Para.2):...thoughitreallyhasrhythm.E.g.:Doshutup,Tom,andgetonwithyourhomework.Q:Whatistheword"does”usedforhere?(foremphasis)Sandyreachedfortheradiototurnituplouder.(Para.3)reachfor:stretchoutone'sarm,esp.inordertogetortouchsomething.E.g.:Hereachedforthephoneandknockedoveraglass.Thecowboyreachedforhisgunandsaid:"Reachfortheskies(=putyourhandsup)."Para.5-6ImportantmessagesAskSswhatimportantmessagescanbedrawnfromthispart.(Sandywasboredwithherparents'buggingandseemedtoenjoyprivacyonlyinthebathroomwherenoonedisturbedher.)ImportantwordsandexpressionsTgivesoneortwoexamplesfollowedbySs'practicewithmoreexamplesAtfirst,thewaterfeltcold.(Para.5)Pleasenotethat4tfeel"heredoesnotmean“experience"asintheexampleof“Hefeltcoldintherain".Itmeans“giveoffacertainsensation".E.g.:Silkfeelssoft.Theshowerfeelsgreat.Noonedisturbsmeinhere.(Para.6)Sandyenjoyedthepeaceinthebathwhereshedidn'thavetolistentoherparents'bugging,disturb:interruptthequiet,rest,orpeaceofHe'llbeangryifyoudisturbhimwhileheisinconference.Thensheputonhermakeup.(Para6):Shemadeupherface.ImportantstructureTdrawsSs'attentiontothetimesequence.Sspointouttheverbsdescribingactionsandtimemarkerslinkingtheactions.(Sandywalkedintothebathroom-*|and|turnedontheshower-*|Atfirst,shewokeupwiththehelpofthecoldwater-*|Then|,shethought...)(Para.5)(,Aftei]hershower,Sandybrushedherhair,putonherold,greenT-shirt.Thensheputonhermakeup,grabbedherbooks|and|wenttothekitchen)(Para.6)Para.7-25ImportantmessagesWhatdoesthedialoguebetweenSandyandhermothersuggestabouttheircommunication,differences,evenconflict?Ononehand,MotherwasunhappywithwhatSandydidinthemorning:sheatestandingby;shedidn'tbrushherteethbeforebreakfast;sheworedisgustingoldT-shirtandsheworeeyeliners.Ontheotherhand,SandywasboredwithMother'sbuggingandmuddledthroughtheirconversation.Bothsideswerealittleannoyed.ImportantwordsandexpressionsTgivesoneortwoexamplesfollowedbySs'practicewithmoreexamplesAsusualshedidn'tknowwhattohaveforbreakfast,...(Para.7)asusual:inthehabitualway;ashashappenedbeforeE.g.:Asusual,hegotupveryearlythatmorning.Asusual,Sandy'smusicmadeherfather'sstomachfeeluneasy.It'sdisgusting.(Para.18)disgusting:bringingorcausingastrongfeelingofdislikeofdistasteE.g.:Thereisadisgustingsmellofrottingcabbageintheschoolcanteen.Hisbehaviorisdisgustingtoalldecentfolk.Sandypretendednottonoticethathermotherwasalittleannoyed.(Para.23)annoy:makeratherangry;causeinconvenienceE.g.:Shefeltannoyedwhenherroommaterefusedtohelp.Hewasannoyedtolearnthattheflightwouldbedelayed.ItannoyedmethatmyneighborplayedtheirTVlateatnight.ImportantstructureSheateapieceoftoastwhilestandingbythesink(Para.7)While+-ing:duringthetimethat;atthesametimeasE.g.:Hereadthepaperwhilewaitinghisturn.I'llbrushmyteethwhenI'mdone(Para.17).Be+done:atthepointofcompletionE.g.:Whenyouaredone,turnoutthelights.5Para.26Mainidea(Feelingunhappyaboutarguingtoomuchwithhermother,Sandymissedherbrotherwhocouldtalkwithherandshareherproblems.)Thisparagraphsummarizesthewholereading:Bothsidesofparentsandchildrenseemtoignorewhatisimportantineachother'sworlds.Thisputtheminseparateworldsandcreatesthegenerationgap.ImportantwordsandexpressionsTgivesoneortwoexamplesfollowedbySs'practicewithmoreexamples1)...butshehadn'theardfromhimforawhile.(Para.26)hearfrom:receivecommunicationE.g.:Theletterwasthelasttheoldmanheardfromhisson.Wehaven'theardfromherforages.After-readingActivitiesComprehensionoftheTextVoluntarilyorbyturns,SsanswersomeofthequestionsinExerciseIIinthetextbookFurtherunderstandingofthetheme:generationgapSsdiscussinpairs.ThenTinvitesseveralSstogivetheiropinionsonthefollowingquestions:QI:Howisthemusicyouandyourparentslikedifferently?Q2:Whatdoyouthinkaboutyourwear?Q3:Whatdoyoudowhenyourmotherbugsyou?Q4:Whatdoyouusuallyarguewithyourparentsabout?Q5:Whatsigns,ifany,ofagenerationgapexistbetweenyouandyourparents?TguidesSsthroughthefollowingexercisesinthetextbook.Ssspeakouttheiranswersfirst;TandSsdiscusssomecommonerrorsSummary(Ex.IX)Vocabulary(Ex.Ill,IV)Structure(Ex.VI)Translation(VII)StructuredWritingTcallsSs'attentiontothetimesequenceinwriting:Todescribesomethingaccordingtotheorderoftimeisespeciallycommonwithnarrativewriting.Ssgothroughthetextagainandtrytofindouthowthepresentationofdetailsclearlyfollowstheprogressoftime.(Theradioclicked〇〃,areminderoftime,itwas6:15A.M.,timeforgettingup.Afteracoupleofevents,andafterhershower,theconversationwentonandsomethingmorehappened.Thensuddenlyshelookedattheclockagain;itwaslate,stillastrongindicationofthetimepassing.Andatlast,sherantocatchtheschoolbus.thetimemarkerisexpressedthroughtheactionofleaving.)Sswriteashortparagraphwithintenminutes.Followthewaythewriterpresentsaseriesofactionsaccordingtoasequencedorderandusetimemarkerswheneverpossible.(ExerciseXI)4)rrinvitesafewSstoreadtheirparagraphstotheclassmates.4.HomeworkImprovethewrittenparagraphjustfinished;prepareafive-minutespokenreportontheunderstandingofGenerationGapPreviewthewholepartofB;lookupindictionariesfortheusageofthefollowingnewwordsandgetreadytoshowsomeexamplesinnextperiod.upset,rid,radical,inpeaceandquiet,getridof,talkoverSectionB:IsThereaGenerationGap?TeachingObjectivesAfterfinishingstudyingSectionB,SsshouldbeabletoUnderstandthemainidea(Theparentsseethroughtheproblemswiththeirdaughterandmakeeffortstounderstandhowyoungpeoplefeelandwhytheyactinacertainwaysoastofindanswerstotheproblems.)Befamiliarwithoneoftheimportantreadingskills:DistinguishingBetweenFactsandOpinionshaveagoodcommandoftheimportantwords,expressionsandgrammaticalstructuresinthetextTeachingProcedurePre-readingActivitiesTwoorthreeSsgiveoralpresentationofthereportonGenerationGapSsgiveexamplesforthefollowingwordsandphrases(assignedinthelastperiod):upset,rid,radical,inpeaceandquiet,getridof,gotoofar,talkoverWhile-readingActivitiesSsskimfortheanswerstothefollowingquestionstoseehowmuchtheyunderstandthetextbypreview:QI:Whycan'tJaneandSteveconcentrateonreading?(Theyareworriedabouttheirdaughter.)Q2:WhydoesJanesaytheyshouldfeellucky?(Thebiggestproblemwiththeirdaughterisonlymakeup,which,comparedwiththatofotherteenagers,isnotabigproblem.)Q3:WhichsentencesintheconversationshowthatJaneistryingtounderstandherdaughter?(L8:...differentmusicappealstodifferentgenerations.L23:Isupposethey'reexpressingtheiridentity...L30:Everygenerationseemstoneedtoidentifyitself.L36:Oh,Idon'tthinkhermusicissoterrible.Ilikeit.L38:YouknowIlikeloud,weirdmusic.)Q4:WhatdoweknowaboutSteve?(Whenhewasyoung,hewasalsoarebel,wearinglonghairandalmostgotexpelledfromschool)Q5:WhatwastheanswerJanehasfoundtotheproblemwithherdaughter?(Thelastparagraph)Question-raisingbySsTcontinuestoaskSstoparaphrasethesedifficultsentencesifnotcoveredbySs'questions.Mys