Unit 2 Section A A Busy Weekday morning Teaching plan (4 periods Obiectives Students will be able to 1. grasp the main idea(the essence of writing is to explore the generation gap 2. master the key language points and grammatical structures in the text 3. conduct a serious of reading, listening, speaking and writing activ ities related to the theme of the unit Lesson procedure Period 2 Period 3 Period 4 Warm-up exercises Detailed reading After reading Section B Cultural notes Global read ing Warm-up exercises 1. What are some of the things you think the children and the parents might have d ifferent ideas about? --- Children and their parents might have different ideas about many things, like dressing, food, music, etc 2. How can the older and the younger generation have real communication with and understand each other? The older and the younger generation should not be blind to what is important in each others worlds. They should never ignore each other, but admit the differences, and try to establish a real communication and understand ing between them Cultural notes 1. Green Waves is a fictional name for a musical group made up by the writer for use in this story 2. French Lilac Blue is a fictional name for eye-liner make-up made up by the writer for use in this story Global Reading 1. TextAnalysis 1). The author presents what Sandy did on a weekday morning through a time order, describing a series of actions accord ing to a sequenced order. to describe something according to the order of time is especially common with narrative writing. From the reading passage we can find that the presentation of details clearly follows the progress of time, as is apparent from the following words or sentences 2). The beginning sentence of the story tells us about the time The radio clicked on This is a very strong reminder of the time. From the passage we find that it was 6: 1. A M, time for getting up. After a couple of events, we find that after her shower, the
Unit 2 Section A A Busy Weekday Morning Teaching Plan (4 periods) Objectives Students will be able to: 1. grasp the main idea (the essence of writing is to explore the generation gap ) 2. master the key language points and grammatical structures in the text; 3. conduct a serious of reading, listening, speaking and writing activities related to the theme of the unit. Lesson procedure Period 1 Period 2 Period 3 Period 4 Warm-up exercises Cultural notes Global reading Detailed reading After reading Section B Warm-up exercises 1. What are some of the things you think the children and the parents might have different ideas about? ---- Children and their parents might have different ideas about many things, like dressing, food, music, etc. 2. How can the older and the younger generation have real communication with and understand each other? ---- The older and the younger generation should not be blind to what is important in each other’s worlds. They should never ignore each other, but admit the differences, and try to establish a real communication and understanding between them. Cultural Notes 1. Green Waves is a fictional name for a musical group made up by the writer for use in this story. 2. French Lilac Blue is a fictional name for eye-liner make-up made up by the writer for use in this story. Global Reading 1. Text Analysis 1). The author presents what Sandy did on a weekday morning through a time order, describing a series of actions according to a sequenced order. To describe something according to the order of time is especially common with narrative writing. From the reading passage we can find that the presentation of details clearly follows the progress of time, as is apparent from the following words or sentences. 2). The beginning sentence of the story tells us about the time: The radio clicked on. This is a very strong reminder of the time. From the passage we find that it was 6:15 A.M., time for getting up. After a couple of events, we find that 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, which tells us that Sandy left for school. The time marker is expressed through the action of leaving 3). Part Division of the Text Part I(Para. 1-4): Direct conflicts between Sandy and her father over her favorit musIc Part II(Para.5-7): Sandy took a shower and got ready to have her breakfast Part III(Para. 8-25): Sandy and her mother were in disagreement over several minor things, such as eating, teeth-brushing, dressing, and makeup Part IV(Para. 26): As she hurried to the school bus, Sandy missed her brother at college. with whom she often shared her feelings 2. Scan section A, paragraphs 5 and 6, and find out all the time markers or sequenced actions. h 5 Time markers Sequenced actions Sandy walked into the bathroom. turned on the shower At first she woke up with the help of the cold water. The she thought Time markers Sequenced actions After her shower Sandy brushed her hair, put on her old, green she put on her makeup, grabbed her books went to the kitchen Detailed Reading ( anguage study summary of the text) I Language study 1). New words vi. make a short, sharp sound发出"嘟"、"咔嗒"等轻微响声 e.g. The key clicked in the lock.钥匙在琐里"咔嗒"响了一声。 n. a short sharp sound咔嗒声 e.g. The door opened with a click.门"咔嗒"一声开了 n. matter material东西;材料 e.g. He put some kind of stuff on his leg.他往腿上涂了些什么东西。 Let's pick up this stuff before we go.咱们走前把这东西带上
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, which tells us that Sandy left for school. The time marker is expressed through the action of leaving. 3). Part Division of the Text Part I (Para.1-4): Direct conflicts between Sandy and her father over her favorite music. Part II (Para.5-7): Sandy took a shower and got ready to have her breakfast. Part III (Para. 8-25): Sandy and her mother were in disagreement over several minor things, such as eating, teeth-brushing, dressing, and makeup. Part IV (Para.26): As she hurried to the school bus, Sandy missed her brother at college, with whom she often shared her feelings. 2. Scan section A, paragraphs 5 and 6, and find out all the time markers or sequenced actions. Paragraph 5 Time markers Sequenced 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… Paragraph 6 Time markers Sequenced actions 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. Detailed Reading (language study & summary of the text) 1. Language study 1) . New words 1. click vi. make a short, sharp sound 发出"嘟"、"咔嗒"等轻微响声 e.g. The key clicked in the lock. 钥匙在琐里"咔嗒"响了一声。 n. a short, sharp sound 咔嗒声 e.g. The door opened with a click. 门"咔嗒"一声开了 2. stuff n. matter; material 东西；材料 e.g. He put some kind of stuff on his leg. 他往腿上涂了些什么东西。 Let's pick up this stuff before we go.咱们走前把这东西带上
vt take suddenly and roughly抓取,攫取 4g. She grabbed the book and went off for school她抓起书就上学校去了 . make a hole in穿洞;刺穿,刺破 e.g. Oh, you are wearing ear rings! When did you have your ears pierced? R,ti 戴耳环了!是什么时候穿的耳朵? 2). Phrases and expressions blast forth: sounds) come out suddenly(声音)突然响起来 e.g. As she turns on the radio, music blasts forth.她一打开收音机,音乐就响了 起来。 2. burst into 1. enter hurriedly, often with force匆匆进入 e.g. The children burst into the room for toys孩子们冲进房间拿玩具。 2. start suddenly突然爆发 e.g. She burst into laughing at the wrong time.她不合时宜地突然笑了起来。 3. reach for move one' s hand so as to touch or hold sth.伸手去抓 4 g. There was no time for me to reach for my gun.我没有时间伸手拿枪。 increase the volume/size of( sound, flame,etc.)增大(声音、火焰等) e.g. He turned up the radio so that everybody could hear it.他把收音机的声音放 大,这样人人都听得到 5. turn down reduce( sound, flame,etc.) usually by moving a switch减小(声音、火焰等) e.g. Please turn the radio down.I' m trying to sleep请把收音机关小点,我想睡 6. that much ( informal) so much; to such a degree那么 e.g. I didn't know you cared that much.我不知道你那么在乎。 I like him but not that much.我喜欢他,但不至于到那种程度 7. bolt out leave in a sudden or unexpected hurry匆匆离开 e.g. When I opened the door, the cat bolted out.我打开门时,一只猫窜了出来 2. Summary of the Text On a weekday morning, Sandy was woken by the music, and she began to sing along with the words. Her father burst into her room, complaining about the horrible stuff Sandy was listening to. He said it was the same thing over and over, and the offensive language was used. He advised his daughter to hurry up and get ready for school. Then Sandy went into the bathroom and took a shower. The cold water helped her wake up. When she thought that her parents might come and bang on the door to rush her, she grabbed a towel and dried off. Then she put on her favorite clothes and makeup and went to the kitchen for some foods. As usual, Sandy took a glass of milk
3. grab vt. take suddenly and roughly 抓取，攫取 e.g. She grabbed the book and went off for school. 她抓起书就上学校去了。 4. pierce v. make a hole in 穿洞; 刺穿，刺破 e.g. Oh, you are wearing ear rings! When did you have your ears pierced? 哦，你 戴耳环了！是什么时候穿的耳朵？ 2). Phrases and expressions 1. blast forth: sounds) come out suddenly （声音）突然响起来 e.g. As she turns on the radio, music blasts forth. 她一打开收音机，音乐就响了 起来。 2. burst into 1. enter hurriedly, often with force 匆匆进入 e.g. The children burst into the room for toys.孩子们冲进房间拿玩具。 2. start suddenly 突然爆发 e.g. She burst into laughing at the wrong time. 她不合时宜地突然笑了起来。 3. reach for move one's hand so as to touch or hold sth. 伸手去抓 e.g. There was no time for me to reach for my gun. 我没有时间伸手拿枪。 4. turn up increase the volume/size of (sound, flame, etc.) 增大（声音、火焰等） e.g. He turned up the radio so that everybody could hear it. 他把收音机的声音放 大，这样人人都听得到。 5. turn down reduce (sound, flame, etc.) usually by moving a switch 减小（声音、火焰等） e.g. Please turn the radio down. I'm trying to sleep. 请把收音机关小点，我想睡 觉了。 6. that much (informal) so much; to such a degree 那么...... e.g. I didn't know you cared that much. 我不知道你那么在乎。 I like him but not that much. 我喜欢他，但不至于到那种程度。 7. bolt out leave in a sudden or unexpected hurry 匆匆离开 e.g. When I opened the door, the cat bolted out. 我打开门时，一只猫窜了出来。 2. Summary of the Text On a weekday morning, Sandy was woken by the music, and she began to sing along with the words. Her father burst into her room, complaining about the horrible stuff Sandy was listening to. He said it was the same thing over and over, and the offensive language was used. He advised his daughter to hurry up and get ready for school. Then Sandy went into the bathroom and took a shower. The cold water helped her wake up. When she thought that her parents might come and bang on the door to rush her, she grabbed a towel and dried off. Then she put on her favorite clothes and makeup and went to the kitchen for some foods. As usual, Sandy took a glass of milk
and ate a piece of toast while standing by the sink At that time, her mother came in, gave her a lot of instructions on how to eat, what to put on and when to brush teeth and even asked her to wash off her makeup. Sandy argued that she was old enough to wear makeup and explained that some girls at school had tattoos and pierced ears, and noses and tongues. As she ran to catch the school bus, Sandy thought off her older brother Bill who could share problems with her, but she hadnt heard from him for a while. In fact, she was bugged more than before by her mother and the argument between them was a lot more than usual After reading Discussion Work in small groups and d iscuss the following questions 1. What have you learned from the end of the story? 2. What do you think we can do to bridge the generation gap? 2. Structured writing Write one short paragraph with a series of actions organized accord ing to the order of the sequence. Use time markers whenever possible. There are a few topics to choose from. One of them has more details that you can follow if you want to Detailed outline (When foreigners first go to the States, there are lots of things that they need to learn, for example, how to buy a phone card. Here's a list of the steps in time order Write one paragraph using these steps. make sure that you have 20 dollars on hand; learn to say"phone card"in English walk to the post office, repeating the English words to yourself say the right words to the clerk; smile hopefully pay for the card and find a pay phone Other topics a brief story of how I began my interest in online learning The story of my middle school The story of how I n e progress in English lea aning Homework 1. Finish the exercises in Section a 2. Prepare for Section B Sectionb Parent Talk Objectives Students will be able to 1. grasp the main idea(the essence of writing is to explore the generation gap 2. master the key language points and grammatical structures in the text 3. grasp the reading skill----distinguish between facts and opinions Reading skill---- Distinguishing Between Facts andopinions Facts and opinions
and ate a piece of toast while standing by the sink. At that time, her mother came in, gave her a lot of instructions on how to eat, what to put on and when to brush teeth and even asked her to wash off her makeup. Sandy argued that she was old enough to wear makeup and explained that some girls at school had tattoos and pierced ears, and noses and tongues. As she ran to catch the school bus, Sandy thought off her older brother Bill who could share problems with her, but she hadn’t heard from him for a while. In fact, she was bugged more than before by her mother and the argument between them was a lot more than usual. After Reading 1. Discussion Work in small groups and discuss the following questions. 1. What have you learned from the end of the story? 2. What do you think we can do to bridge the generation gap? 2. Structured Writing Write one short paragraph with a series of actions organized according to the order of the sequence. Use time markers whenever possible. There are a few topics to choose from. One of them has more details that you can follow if you want to. Detailed outline: (When foreigners first go to the States, there are lots of things that they need to learn, for example, how to buy a phone card. Here's a list of the steps in “time order”. Write one paragraph using these steps.) · make sure that you have 20 dollars on hand; learn to say "phone card" in English · walk to the post office, repeating the English words to yourself · say the right words to the clerk; smile hopefully · pay for the card and find a pay phone Other topics · A brief story of how I began my interest in online learning · The story of my middle school · The story of how I made progress in English learning Homework 1. Finish the exercises in Section A. 2. Prepare for Section B. Section B Parent Talk Objectives Students will be able to: 1. grasp the main idea (the essence of writing is to explore the generation gap ) 2. master the key language points and grammatical structures in the text; 3. grasp the reading skill---- distinguish between facts and opinions Reading Skill ---- Distinguishing Between Facts and Opinions Facts and Opinions
The particular reading skill introduced for this unit is distinguishing between facts and opinions. The ability to tell the difference between facts on one hand and the writers opinions or interpretations on the other is a crucial comprehension skill. Facts are statements that tell what really happened or what the case is, and they are usually based on direct evidence. It is something known by actual experience or observin Example Because ofinjured or traded players, the team's performance is now lower compared with last year's Opinions are statements of belief, judgment or feeling. Opinions are often based on facts--- but they also involve the writers personal interpretation of the facts, which may or may not match your interpretation of them. Example Sometimes it isn't easy to separate fact from opinion. Writers may combine s Ifeel that the closing of the factory will entirely destroy the economy of this region. opinions begin--or they may present opinions as if they were fac and the fact and opinion in a way that makes it hard to say where the facts end I suppose they're expressing their identity but it's so very diferent from what we did. (Para. 10, Passage B) The biggest difficulty in distinguishing fact from opinion, however, may arise when you agree with the writers opinion: when we believe something very strongly, it's easy to mistake our opinions for facts! So critical reading involves careful examination of our beliefs as well as the author's 2. Reading skills: Practice Directions: Find and look at the following statements from Text B. which are facts? which are opinions? Use the spaces on the left to mark eacho(for opinion) or F(for fact) It's probably that awful music that wakes me up every morning I don't think l'm old-fashioned but hearing those tuneless offensive 234 lyrics repeatedly makes my blood boil. I'm not really reading. I'm distracted. Ive been thinking about Sandy when I asked about it, she told me she's been wearing eyeliner for 45678 nonths I suppose we should feel lucky because makeup is our biggest problem These tattoos are permanent I don't know what's happening to our little girl. She's changing and r'm concerned about her She wanted to be there as an anchor for her but at the same time she would give her her freedom to find her own identity. Comprehension of the Text 1, Scan Text b and choose the best answer to each of the following questions. (P42) 2、 Text Analysis
The particular reading skill introduced for this unit is distinguishing between facts and opinions. The ability to tell the difference between facts on one hand and the writer's opinions or interpretations on the other is a crucial comprehension skill. Facts are statements that tell what really happened or what the case is, and they are usually based on direct evidence. It is something known by actual experience or observing . Example : Because of injured or traded players, the team’s performance is now lower compared with last year’s. Opinions are statements of belief, judgment or feeling. Opinions are often based on facts --- but they also involve the writer’s personal interpretation of the facts, which may or may not match your interpretation of them. Example: I feel that the closing of the factory will entirely destroy the economy of this region. Sometimes it isn’t easy to separate fact from opinion. Writers may combine fact and opinion in a way that makes it hard to say where the facts end and the opinions begin—or they may present opinions as if they were facts. Example: I suppose they’re expressing their identity but it’s so very different from what we did. (Para. 10, Passage B) The biggest difficulty in distinguishing fact from opinion, however, may arise when you agree with the writer’s opinion: when we believe something very strongly, it’s easy to mistake our opinions for facts! So critical reading involves careful examination of our beliefs as well as the author’s. 2. Reading Skills: Practice Directions: Find and look at the following statements from Text B. Which are facts? Which are opinions? Use the spaces on the left to mark each O (for opinion) or F (for fact). 1. ___ It's probably that awful music that wakes me up every morning. 2. ___ I don't think I’m old-fashioned but hearing those tuneless, offensive lyrics repeatedly makes my blood boil. 3. ___ I'm not really reading. I'm distracted. I've been thinking about Sandy too. 4. ___ When I asked about it, she told me she's been wearing eyeliner for months. 5. ___ I suppose we should feel lucky because makeup is our biggest problem with her. 6. ___ These tattoos are permanent. 7. ___ I don't know what's happening to our little girl. She's changing and I'm concerned about her. 8. ___ She wanted to be there as an anchor for her but at the same time she would give her her freedom to find her own identity. Comprehension of the Text 1、 Scan Text B and choose the best answer to each of the following questions. (P42) 2、 Text Analysis