Unit3 The Generation Gap

全新版大学英语单词详解Book2Unit3Unit 3 The Generation GapText A Father Knows Better1.(Title) know better: behave in a more sensible and acceptable way* He is old enough to know better.* 他很明事理，不至于以貌取人。

(=He knows better than to judge by appearances.)Pattern:know better than sb.know better than to do sth.2.(L.3) location: n. a place or position* This is a suitable location for a camp.* 目击者向警察指出事故的确切地点。

(=Witnesses showed the police the exact location of the accident.)3.(L.10) embarrass: vt. make (sb.) feel awkward or ashamed* It embarrassed him that he had to give a talk in front of a lot of people.* I don?t like making speeches in public. It?s so embarrassing.* I was really embarrassed when I couldn?t answer the teacher?s question.4.(L.16) dumb: adj.1)foolish* That was a dumb thing to do.* He was so dumb that he left his keys at home again.2)unable to speak* The terrible news struck us all dumb.* 他生来不能说话，但是他设法找到一个好工作。

Unit3 The Generation GapPart II Reading TaskComprehensionContent QuestionPair Work1.There are seven characters---Father, Mother, Heidi, Diane, Sean, Restaurant Manager, andMrs. Higgins.2.No. Because what he does usually ends up embarrassing them.3.To buy a guitar.4.To check if Sean was going to embarrass him.5.He knew his father was going to embarrass him.6.It was unnecessary and embarrassing.7.He wanted Dan to pressure his son into asking Diane to the senior prom.8.He would speak to his son and insist that the latter give Diane a call.9.She felt humiliated.10.Because the Thompson had just moved.11.He tried to let her know how exceptionally talented a young woman Heidi was.12.Because she couldn’t bear being embarrassed by her father.Text OrganizationWorking On Your Own1.1. A fast-food restaurant2.The Thompson family dining room3.An office at a high school2.Scene One: Father embarrassed Sean by talking too proudly to the restaurant manager.Scene Two: Father embarrassed Diane by persuading a colleague into pressing his son to ask her to the senior prom.Scene Three: Father embarrassed Heidi by boating to an official at her new school about how talented she was.Language Sense Enhancement1.(1)once in a while(2)for(3)the problem(4)he thinks (5)humiliated(6)class president(7)have(8)Actually(9)stop to think(10)interferenceLanguage Focus VocabularyI1.1)typical2)dumb3)junior4)glorious 5)welfare6)came over7)interference8)fading9)narrowed down10)frank11)schemes12)at any rate2.1)consists of five generals and four police officers.2)will be in a location overlooking the lake.3)was humiliated by her comments about my family background in front of so manypeople.4)have any proof that it was Henry who stole the computer5)was exhausted after the long cycle ride.3.1)hysterical; was handed down by; should have known better than2)twisted; over and over; talented son3)patience; not to keep him in suspense; assured; repeatedlyI.Collocation1.adequate2.anxious3.certain4.content5.crazy6.likely7.fortunate8.keenage1.be admitted2.live3.be postponed4.buy5.be banned6.beComprehensive Exercises I.cloze1.(1)typical(2)welfare(3)constant(4)frank(5)talent(6)dumb (7)know better than that(8)repeatedly(9)dread(10)interference(11)bet(12)assure2.(1)despite(2)really(3)same(4)contact(5)admitted(6)attempt(7)not(8)tend(9)different(10)mannerII.Translation1.(1)Have scientists found proof of water on Mars(2)The planning committee has narrowed down the possible locations for the nuclearpower plant to two coastal towns.(3)Sam not only lost his job but also both legs; he had to live on welfare for the rest of hislife.(4) A jury consisting of 12 members voted in unison that Mary was guilty.(5)Sean felt humiliated to hear his talent being questioned.2.George, the son of Mr. Johnson, liked listening to heavy metal music in the evenings, which made it hard for other residents in the community to fall asleep. Eventually the exhausted neighbors lost their patience and decided on direct interference. They called Mr. Johnson to tell him in a frank manner what they were thinking. Mr. Johnson assured them that he would certainly settle the issue. As soon as he put down the phone he scolded his so n, “What has come over you You should know better than to disturb others for your own amusement.” In the end George traded his CD’s for computer games software from his classmates.。

Unit Three The Generation GapName of Course: College EnglishGrade Level: FreshmanName of Unit: The Generation GapTopic to be considered within the unit: comedy; generation gapGeneral objective for the lesson: Learn to appreciate a play, and learn to write andact a play in EnglishSpecific objective for the lesson:Familiar with the basic elements of a play;Appreciate the comedy in terms of role-play;Understand the theme of the play through languagesContent to be considered:1. What makes a play2. Comedy and tragedy3. Components of a play4. Strength the writing technique of contrast through the discussion of generationgap, the theme of this unit.5. Role playMethods to be used: PPT presentation, CDSkills to be developed:To write a short play and act it before a large audienceKey points:A. Elements of a play: character, settings, stage directions, language, conflict,climax, themeB. Language choiceEvaluation: (To be filled in after class)Teaching Process: (135 minutes)Step 1 Pre-reading tasks.A. Pair interview:(20 minutes)1.1. Prepare the students for reading by asking them questions:1.1.1 When is your birthday? And when are your parents’ birthday? Any differencein ceremony?1.1.2 Tell of an instance when your parents and you disagree over something.1.1.3 Do you think you can always be understood by your parents? And can youunderstand them?1.1.4 In what way you are different?1.2. Ss form pairs to interview each other.1.3. Some Ss report interview results to class.B. T may lead in to Text A by saying: As we find from our interviews, parents and children don’t often say eye to eye. When parents interfere with their children’s affairs, they believe that they are doing so in the interest of their children. However, the children may not be grateful as expected. As in the case in the play we are going to study—“Father Knows Better”. (2 minutes)Step 2 While-reading. (90minutes)2.1 A brief introduction to plays (10minutes)2.1.1 Ask students some questions about a play.2.1.1.1 How do you know about plays?2.1.1.2 Which play is your favorite?2.1.1.3 What makes a play?2.1.2 T uses PPT to demonstrate the components of a play: characters, settings,stage directions, language, conflicts, climax, and theme.2.2 Ss scan the play, identify the characters in the play, and identify the three stories.by stage directions put in brackets. (5minutes)2.3 Detailed reading (15minutes)2.3.1 T explains the functions of a stage directions;2.3.2 T set up stage properties in the proper place;2.3.3 To indicate a change in setting2.3.4 to direct actor’s movement, gesture, facial expression, tone of voice, etc.2.4 Role-play (10minutes)2.4.1 T invites one S to read aloud Heidi’s speech to the audience at the verybeginning of the play. Draw their attention to the differences between speech and writing.2.4.2 T asks Ss to have role play on the first story in groups. Then ask one group toplay in front of class. Clever revising and creative change are encouraged.Gesture, facial expression, tone of voice are advisable.2.5 T defines conflicts as the essence of a play, a clash of actions, ideas, desires orwills. It may happen in three forms: man against man, man against environment, man against himself. When a conflict develops to the most intensified point, it becomes a climax. T asks Ss to find out the forms of conflict in this play as they later go through the text. (5minutes)2.6 T explains that, unlike a novelist or short-story writer, a playwright can not comeforward, interrupt the action, and tell the audience what he/she means by a certain scene or explain to them what is going on in the minds of the characters. Theaudience must conclude by themselves what the theme of the play is. T tells Ss that they will be asked to conclude the theme at the end of reading this play.(5minutes)2.7 T explains language points in Part one and gives Ss practice by PPT. (5minutes) 2.8 T explains language points in Part two and Part three and Ss have role plays.(30minutes)2.9 When appreciating the text, T asks questions to help students to have a betterunderstanding. (5 minutes)2.9.1 How did the family member address each other?2.9.2 On whose side was Mother, Father’s or children’s?2.9.3 What’s the attitude of the father towards his children? And what’s thechildren’s reaction during the scene?2.9.4 How do you understand the title “Father Knows Better”?2.9.5 What do you think causes the generation gap?Step 3 Post-reading tasks (15minutes)3.1 Ss sum up the theme of the play.3.2 Ss form groups of 3-4 to discuss the personalities of each character, and theirconflicts. And at the same time put forward possible wise way to solve theconflict.3.3 Ss discuss the generation gap in their own family.Step 4 After-class assignment (5 minutes)4.1 T asks Ss to write a play on their family, a theme should always keep in mindwhile writing. Cooperating among two or three of Ss are permitted.4.2 T asks Ss to act their play with the cooperation of others.4.3 T asks Ss to do the exercise at the end of the text and to do home-reading of text Bafter class.Test of the Unit1. Listening:Dictation: （see PPT Before Reading—High School—High School in US.）Spot Dictation: （See PPT— After Reading—Spot dictation）2. Identify the Chinese version of the following phrases, and use them in sentences.the edge of the stageaddress the audienceend up embarrassing sbwait tablesbe proud of sbat any ratenarrow downturn to sb.come overan honor studentlive in constant dreadfill out3. Translation: translate the following sentences with the words or phrases after the sentences.他们不希望国家政府干预。

Unit 3 The Generation Gap I．Teaching Plan ( 5 periods)ObjectivesStudents will be able to:1understand the main idea (Father meddled in children’s affairs with good intentions, but only to find his efforts unwelcome) and structure ( three settings, three scenes) of the text;2 appreciate the basic elements of a play;3 grasp the key language points and grammatical structures in the text;4 conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.Time allotmentPre-reading tasks1 T asks Ss the following questions on the song The Times They Are A-changing’: ( 5 minutes)---Who should be sitting up and taking notice？Why? (parents, politicians, writers and critics should listen up, because the times are changing so fast that one can’t be content with one’s old way of life)---What does the singer think of his parents’ way of doing things? ( outdated)2 Pair interview ( 23 minutes)1)T dictates to Ss the following list of questions:---When are your parents’ birthdays and their wedding anniversary?---Do your parents celebrate your birthday? How about their own birthday celebration?---In your parents’ eyes, what are you interested in?---In your eyes, what are your parents interested in?---In what areas do your parents want you to improve?---In what ways do you want your parents to improve?---Tell of an instance when your parents and you disagree over something.2)Ss form pairs to interview each other. If there is an odd number of Ss in the class, one groupmay consist of 3 Ss. The interviewer must note down the answer from the interviewee.3)Some Ss report interview results to class.3 T may lead in to Text A by saying: As we find from our interviews, parents and children do not often see eye to eye. When parents interfere with their children’s affairs, they bel ieve that they are doing so in the interest of their children. However, the children may not be grateful, as is the case in the play we are going to study, Father Knows Better. When you read on, I want you to bear this question in mind: despite their complaints, the Thompson children actually love their father very much. Do you yourself show similar attitudes towards your own parents?( 2 minutes) While-reading tasks1 A brief introduction to play ( 25 minutes)1)T writes down on the blackboard the major components of a play: characters, settings, stagedirections, language, conflicts, climax, and theme.2)Ss identify the characters in this play.3)Ss read the directions for Text Organization Exercises 1 and 2, then scan the play to divide itinto three parts. T may drop a hint: just read the stage directions put in brackets.4)T explains the functions of stage directions: to set up stage properties in the proper place; toindicate a change in setting; to direct actors’ movements, gesture, facial expression, tone of voice, etc. Then T draws the following illustration on the blackboard:5)T invites one S to read aloud Heidi’s speech to the audience at the very beginning of the play,then ask another S to re-create Heidi’s words into a complete and grammatical paragraph.They may refer to Writing Strategy to see the stylistic differences between speech andwriting.6)T defines conflicts as the essence of a play, a clash of actions, ideas, desires or wills. It mayhappen in three forms: man against man, man against environment, man against himself.When a conflict develops to the most intensified point, it becomes a climax. T asks Ss to find out the form(s) of conflict in this play as they later go through the text.7)T explains that, unlike a novelist or short-story writer, a playwright can not come forward,interrupt the action, and tell the audience what he/she means by a certain scene or explain to them what is going on in the minds of the characters. The audience must conclude by themselves what theme of the play is. T tells Ss that they will do so at the end of reading this play.2 T explains language points in Part I and gives Ss practice ( see Language Study).( 15 minutes)3 Ss sum up the main conflict in Part I. ( 3 minutes)4 T explains language points in Part II and gives Ss practice ( see Language Study).( 25 minutes)5 Ss sum up the main conflict in Part II.( 3 minutes)6 T explains language points in Part III and gives Ss practice ( see Language Study). ( 15 minutes)7 Ss sum up the main conflict in Part III.( 3 minutes)8 Ss sum up the theme of the play. ( 6 minutes)Post-reading tasks1. The way they are (25minutes)1)Ss form groups of 3-4, re-read Part Ⅱ. Based on it, they will come up with a briefsummary of the characteristics of Mother, Father, and the children (see Text Analysis). T may give Ss the following model:“Father shows great respect for Mother. He pulled the chair for her before dinner, and obeyed her commands like ‘do go on’, ‘do get on with it’, ‘don’t keep us in suspense’.Besides, although Father was pleased with what he had done for Diane, he had learned from experience that his efforts were not always welcome. That way why he could quickly realize his blunder, as made clear by sentence ‘I do? Yes, I guess I do. I’ve…done it again, haven’t I ?’2)When Ss discuss within the group, the following questions might help:---- How did Mother address Father and her children?---- How many do’s and don’ts did she use? What do they tell about her character?---- On whose side Heidi and Sean stage whisper to each other?---- What did Sean tell Father that “I do believe Diane would like to know the surprise?”---- How did Diane feel when she said “Thank you, Sean. I owe you one”?---- What were Diane’s reactions during the scene?3)Several groups report their summaries to the class.2. T guides Ss through some after-text exercises. (25 minutes)3. T checks on Ss’ home reading (Text B) (3 minutes)4. Ss so Part Ⅳ: Theme-Related Language Learning Tasks. (1 period)5. T asks Ss to prepare for the next unit: (2 minutes)1)do the pre-reading task;2)preview Text A.Ⅱ. Text analysisAlthough a playwright can’t come forward to speak directly readers, we may still form a mental picture of what each character is like.Let’s take Part Ⅱfor example. From the way they speak, their tone of voice, their facial expressions and their actions, we find Father, Mother and the three Thompson children life-like.Since a brief d iscussion of Father’s characteristics is given as a model in the Suggested Teaching Plan, here we will focus on Mother and the children.As we notice, in her speech Mother uses quite a number of do’s and don’ts, pleases, dears, and sweetheart’s. She is the real head of the Thompson household, giving out commands to her children as well as her husband. Moreover, most times her orders are respected. On the other hand, knowing her children’s attitude towards Father’s meddling, she tries to maintain the peace, as in the instance when she maintains Father’s dignity by telling the children “Don’t interrupt”, “Don’t distract your father”, and “give your father the respect he deserves”, or when she tries to divert the conversation by talking about her dessert.The T hompson children respect Mother, as shown by their frequent “Yes, Mother” and “Sorry, Mom”. On the other hand, they are used to Father’s meddling with their affairs. When Sean and Heidi find out that this time the bad luck had befallen Diane, they can afford to stand back and poke a few bemused comments. Diane’s feelings are entirely different, though. She isput on guard when Father tells her “I have a surprise for you.” Then she is embarrassed as Father mentions her feelings toward young Kyle. Later, as Father goes on delaying telling the truth, she becomes hysterical. Finally, when she learns the truth, she loses her temper.Isn’t it a wonder that words can tell so much about people?Ⅲ. Culture Notes1.Family life: Some families are very child-centered. The closest families eat meals at the same time and spend their free time together. Some families, however, only see each other for a short time in the evening, and though the children are still considered important, they have to fit in the lives of their parents.The average day for many families begins with getting the children up and ready for school. There is usually a rush for everyone to use the bathroom, find clean clothes, eat breakfast, and catch the bus. In the meantime the parents have to get ready for work themselves. Early mornings are a scramble for many families.The school day usually ends at about 3 p.m. in the US and 4 p.m. in Britain, and the working day at 5 p.m. or later, so many parents have to make arrangements for their children after school. They may go to an after-school center or stay with a neighbor’s children. Older children often do activities like sports or music at their school, or go home and do their homework. Children often also have to do chores.In many families, the children eat when they get home and their parents eat later. In the evenings the children play or go and see friends. If everyone is staying in they may watch television together. Many parents make an efforts t spend quality time with their children, an hour or so each day when they give them the full attention.American families are often criticized for the way they do things separately, though many people believe that it is good for children to learn to be independent. From an early age children are encouraged to decide what they want to do, eat or wear, and their parents try to respect their opinions.2. Part-time job:Many American teenagers earn a good portion of their college expenses by working during the summer as waiters or waitress, construction workers, mother’ helpers, gas station attendants, telephone operators or messengers. They are not concerned with status. Being unskilled, they try to find jobs at whatever level they can. They seek not only money, but also experience. They learn work habits, responsibility, the ability to take orders and to get along with a boss and different kinds of people.IV. Language Study(Text A)1. location n. a place or position 场所；位置e.g. With nesses showed the police the exact location of the accident.The school is going to move to a new location2. dine vi. eat dinner 进餐dine out having an evening meal away from home 外出进餐e.g. It’s Jan’s birthday, so we are dining out tonight at a special little restaurant we know.3. embarrass vt. make (Sib.) feel awkward or ashamed 使窘迫；使不好意思e.g. I chose my words carefully in order to avoid embarrassing anyone.It embarrassed him that he had to give a talk in front of a lot of people.adj. embarrassed: (sb.) shy, guilty or ashamed about sth.e.g. I was really embarrassed when I knocked the cup of tea over my teacher.4. dumb a. foolish; unable to speak 愚蠢的；哑的e.g. He was so dumb that he left his keys at home again.Don’t be dumb. You can’t get a loan from the bank if you are laid-off.Children born deaf and dumb can nowadays be taught to speak and lip-read.Martin was born dumb, but he has still managed to get a good job.5. unison n. 一致；齐唱；齐奏in unison acting in the same way at the same time 一致地；一起e.g. The children find it difficult to play their instruments in union.The international community is ready to work in unison against terrorism.6.consist vi. 组成，构成consist of be made up of 由…组成e.g. The book consists of essays written over the last twenty years.The committee consists of scientists and engineers.7. palm n. (1)手掌；掌状物（2）棕榈树vt. 把---藏于手（掌）中palm off to persuade someone to accept sth. because you do not want it and it has no value用欺骗手段把---卖掉e.g. She tried to palm her old car off on me.她设法骗我买下她那辆旧车。