Teaching Plan for Unit 2, Book One Section a A Busy Weekday Morning eaching objectiv This unit explores the generation gap between young people and their parents. After inishing 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 have a good command of the important words, expressions and grammatical structure in the text eaching Allotment It period Pre-reading Activities While-reading Activities 2n period: While-reading Activities 3 period: After-reading Activities After-reading Activities ing proced 1. 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 1. 2 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
1-2 1 Teaching Plan for Unit 2, Book One Section A A Busy Weekday Morning TeachingObjectives 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 TeachingAllotment ·1 st period: Pre-reading Activities & While-reading Activities ·2 nd period: While-reading Activities ·3 rd period: After-reading Activities ·4 th period: After-reading Activities Teaching Procedure 1. 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 1.2 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? 1.3 Compound Dictation: Ss listen to the recording again and fill in the blanks with words from 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 2 While-reading Activities 1)Ss find the sentence that is a strong reminder of time, the beginning of a series of actions (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 or 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 3)Sandy sang along with the words as she.. Para. 1) She submitted a reference and degree transcripts along with the application 2.2Para.2-4
1-2 2 different ideas about? Q2: How can the older and the younger generation have real communication with and understand each other? 1.3 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 2 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 feeli 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 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 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 didnt have to listen to her parents 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
1-2 3 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-ahenl 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) 2.4Para.7-2 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 didnt brush her teeth before breakfast: she wore disgusting old T-shirt and she wore eyeliners. On the other hand, Sandy was bored with Mothers 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 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 nigh nportant 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) When you are done, turn out the lights 2.5Para.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
1-2 4 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 gnore what is important in each others worlds. This put them in separate worlds and Important words and expressions T gives one or two examples followed by Ss' practice with more examples 1)... but she hadnt 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 havent heard from her for ages 3 After-reading activities 3.2Co Voluntarily or by turns, Ss answer some of the questions in Exercise ll in the textbook 3.3 Further understanding of the theme: generation gap Ss discuss in pairs. Then T invites several Ss to give their opinions on the following questio 1)How is the music you and your parents like differently? 2)What do you think about your wear? 3) What do you do when your mother bugs you? 4) What do you usually argue with your parents about? 5)What signs, if any, of a generation gap exist between you and your parents? 3.4 T guides Ss through the following exercises in the textbook Ss speak out their answers first; T and Ss discuss some common errors 1)Summary(Ex IX bulary(Ex Ill, IV 3)Structure(Ex. VI) 4)Translation(VIl) 3.5 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 (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 ndication 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
1-2 5 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. 3 After-reading Activities 3.2 Comprehension of the Text Voluntarily or by turns, Ss answer some of the questions in Exercise II in the textbook 3.3 Further understanding of the theme: generation gap Ss discuss in pairs. Then T invites several Ss to give their opinions on the following questions: 1) How is the music you and your parents like differently? 2) What do you think about your wear? 3) What do you do when your mother bugs you? 4) What do you usually argue with your parents about? 5) What signs, if any, of a generation gap exist between you and your parents? 3.4 T guides Ss through the following exercises in the textbook. Ss speak out their answers first; T and Ss discuss some common errors 1) Summary (Ex. IX) 2) Vocabulary (Ex. III, IV) 3) Structure (Ex. VI) 4) Translation (VII) 3.5 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