(完整版)新视野大学英语第三版第二册Unit3教案

1、B2 U3 A journey through the odyssey years教学重点：1. To have knowledge of Odyssey, Odysseus and the odyssey years2. To understand and use the words, phrases, structures, rhetoric in the text3. To be acquainted with the writing skills of a comparison/contrastessay教学难点：1. Apply the phrases and patterns2.

2、Writing paragraphs with the structure of a comparison / contrastessay.教学过程：Part I Warm-upI. Knowledge of The Odyssey, Odysseus, and the odyssey years1. Assignment CheckStudents are going to share their assignments. Read our their reflection.The assignment has to be given when students and the teache

3、r last meet. Their last assignment is to:Watch the movie The Odysseyand write a reflection. Thee reflection should includes:? a short summary of the movie? studentsfeelings and ideas after watching the movie.2. Brainstorming:Question: What does the odyssey years may mean?Answers for reference: Now t

4、he Odyssey has become a special term for an epic journey or great struggle as Odysseus, the main character in the epic poem, encountered repeated troubles and challenges when he left home and loved ones.II. Comparison of you and your parents1. Questions:1) What is your understanding of “generation g

5、ap”?2) Do you think there is a generation gap between you and your parents? Why do you think so?2. Group work:1) Think of the differences between you and your parents.2) Make a summary of your discussion by filling in the following chart.3) Share answers/Aspects of differencesYouYour parentsEducatio

6、nCollege educationHigh school3. Critical thinkingDiscuss the following problems in groups.1) Do you agree with the statement that the odyssey years could lead to self-discovery? Why or why not?2) What might be the most significant personal effect caused by the delay in transition to adulthood?3) How

7、 might parents look at the new trend and the delayed transition?*These are open-ended questions. Allow students to freely express themselves and tell them to listen to the authorsanswers to these questions. And the class will re-discuss these three questions when we have finished our reading.Part II

8、 Pre-readingI.Quiz1. Take the quiz by checking () whether the statements on Page 60 are true to you. And then you can judge which generation you belong to according to the grading criteria.2. Question: Do you think the quiz kind of define some characteristics of you and your generation?II. Main stru

9、ctureRead the whole passage and divide the text into several parts. Fill in the blanks to present the main structure of the text.*Pay attention to how the author makes a comparison between two different generations.Part III While-readingI. Introduction Part1. The structure analysis1) Ask students to

10、 discuss in pair or in group? Paragraph 1 describes that each age phase brings its own peculiar set of challenges.? Paragraph 2 functions as a transition.2) The teacher presents the writing skillTransition creates a link or connection between the previous paragraph and the following one. In English,

11、 transition can be realized by using transitional words, sentences or paragraphs.2. Questions for understanding1) How do people divide our life stages (Para. 1)?2) Why does the author say that each unique life phase brings its own peculiar set of challenges (Para. 2)?3. Words, phrases and sentencesG

12、ive an intensive analysis of the new words (e.g. their origins, literal meanings & implied meanings), phrases and sentences.* The teacher should help students to understand and think, instead of giving them the answers directly. Allow more time for students thinking and reflection.II. Body part:

13、 the odyssey years: a newly added phase of life 1. Structure analysis2. Questions for understanding1) According to the author, what does “a norm” refer to (Para. 3)?2) What are the so-called “odyssey years” (Para. 4)?3) Why does the author think that odyssey years are “ anunavoidable stage in reachi

14、ng adulthood (Para. 4)?3. Words, phrases and sentencesIII.Body part: characteristics of the odyssey years1. Structure analysis2. Questions for understanding1) Why young people feel pressure (P6)?2) According to the author, where does the young peoples “confusion”come from (P6)?3) Why parents feel an

15、xious and upset (P7)?4) What are pressures for women and men respectively (P8, 9)?3. Words, phrases and sentencesIV.Conclusion part1. Questions for understandingWhat is the author s advice proposed? What should not the graduates do and what should they do?2. Words, phrases and sentencesPart IV After

16、-readingI. Summary1. Re-discuss the critical thinking questions:1) Do you agree with the statement that the odyssey years could lead to self-discovery? Why or why not?2) What might be the most significant personal effect caused by the delay in transition to adulthood?3) How might parents look at the

17、 new trend and the delayed transition?2.Recall the main structureII. Writing skills1. Recall the main ideas of the text and how the author structures his writing.2. Introduce two major structures of comparison or contrast:Point-to-pointSubject-to-subject3. A good exampleSuppose now we are going to w

18、rite an article to compare/contrast two places: my hometown and my college town, that is, Gridlock and Subnormal. How can we organize our ideas by using the following structures? Point-to-point(See in Appendix I)? Subject-to-subject(See inAppendix II)Part V AssignmentI. Structured writing: You and your pare