《大学英语2理工类》课程教学大纲

《大学英语2理工类》课程教学大纲课程名称（中文/英文）：大学英语2/NewCollegeEnglish2课程类别：通识必修课课程性质：必修/学位课 适用专业：全校理工类学时数：64 其中，实验/上机学时：0学分数：15 考核方式：考试预修课程：全新版大学英语1教学参考书：吴晓真编.全新版大学英语综合教程教师手册.上海外语教育出版社.2010年4月.开课单位：外国语学院大学英语第一教研室、第二教研室课程简介：大学英语教学是高等教育的一个有机组成部分，大学英语课程是大学生的一门必修的基础课程。大学英语教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容，以外语教学理论为指导，并集多种教学模式和教学手段为一体的教学体系。本门课程对学生知识、能力和素质的培养目标：大学英语的教学目标是培养学生英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力、提高综合文化素养，以适应我国经济发展和国际交流的需要。大学英语教学要求：大学阶段的英语教学要求分为三个层次，即一般要求、较高要求和更高要求。一般要求的英语能力要求如下：听力理解能力：能听懂英语授课，能听懂日常英语谈话和一般性题材讲座，能基本听懂英语国家慢速英语节目，语速为每分钟130词左右，能掌握其中心大意，抓住要点。能运用基本的听力技巧帮助理解。口语表达能力：能在学习过程中用英语交流，并能就某一主题进行讨论。能就日常话题和来自讲英语国家的人士进行交谈。能就所熟悉的话题经准备后作简短发言，表达比较清楚，语音、语调基本正确。能在交谈中使用基本的会话策略。阅读理解能力：能够基本读懂一般性题材的英文文章，阅读速度达到每分钟70词，在快速阅读篇幅较长、难度略低的材料时，阅读速度达到每分钟100词，能基本读懂国内英文报刊，掌握中心意思，理解主要事实和有关细节。能读懂工作、生活中常见的应用文体的材料。能在阅读中使用有效的阅读方法。书面表达能力：能用常见的应用文体完成一般的写作任务，能描述个人经历、事件、观感、情感等，能就一般性话题或提纲在半小时内写出120词的短文，内容基本完整、用词恰当，语篇连贯。能在一般或应用写作中使用恰当的写作技能。翻译能力：能借助词典对题材熟悉的文章进行英汉互译，英汉译速为每小时300英语单词，汉英译速为每小时250个汉字。译文基本流畅，能在翻译时使用适当的翻译技巧。推荐词汇量：掌握的总词汇量应达到4500个单词和700个词组，其中2000个单词为积极词汇，即要求学生能够在认知的基础上学会熟练运用，包括在口头表达以及书面表达两个方面。较高要求的英语能力要求如下：听力理解能力：能够基本听懂来自英语国家人士的谈话和讲座，能听懂题材熟悉、篇幅较长的国内英语广播或电视节目，语速为每分钟150词左右。能基本听懂外国专家用英语讲授的专业课程。能掌握其中心大意，抓住要点。口语表达能力：能够和来自英语国家的人士进行比较流利的会话，较好地掌握会话策略，能基本表达个人意见、情感、观点等，能基本陈述事实、事件、理由等，表达思想清楚，语音、语调基本正确。阅读理解能力：能基本阅读英语国家报刊杂志的一般性题材的文章，阅读速度为每分钟80词，在快速阅读篇幅较长的材料时，阅读速度达到每分钟120词，能就阅读材料进行略读或寻读。能够基本读懂自己专业方面的综述性文献，并能正确理解中心大意，抓住主要事实和有关细节。书面表达能力：能写日常应用文，能写自己专业论文的英语摘要，能借助参考资料写出与专业相关、结构基本清晰、内容较为丰富的报告和论文，能描写各种图表，能就一定的话题在半小时内写出160词的短文，内容完整，条理清楚，文理通顺。翻译能力：能借助词典翻译一般英美报刊上题材熟悉的文章，能摘译所学专业的英语科普文章，并能撰写所学专业的英语小论文。英汉译速为每小时350英语单词，汉英译速为300个汉字。译文基本通顺、达意，无重大语言错误。推荐词汇量：掌握的总词汇量应达到5500个单词和1200个词组，其中2500个单词为积极词汇（见附件3：《课程要求》积极词汇表）。更高要求的英语能力要求如下：听力理解能力：能听懂内容稍长的对话、短文等，并在其结构较为复杂、观点较为隐含时也能理解要点。能基本听懂英语国家的广播电视节目。能听懂自己专业方面的讲座，并掌握其中心大意，抓住要点。口语表达能力：能就一般或专业性的话题较为流利、准确地进行对话或讨论，能用简练的语言概括较长、语言稍难的文本或讲话，能在国际会议和专业交流中宣读论文并参加讨论。阅读理解能力：能读懂有一定难度的文章，理解其意义，借助词典能阅读英语原版书籍和英语国家报刊杂志上的文章。能比较顺利地阅读自己专业有关的综述性文献。书面表达能力：能就一般性主题比较自如地表达个人的观点，做到文章结构清晰、内容丰富、逻辑性强。能用英语撰写所学专业的技术报告、论文。能在半小时内写出200词的说明文或议论文，内容完整，文理通顺，思想表达清楚。翻译能力：能借助词典翻译英美报刊上有一定难度的科普、文化、评论等文章，能翻译反映中国国情或文化介绍性的文章。英汉译速为每小时400英语单词，汉英译速为每小时350个汉字，译文内容准确，基本无误译现象，文字通顺、达意，语言错误较少。推荐词汇量：掌握的总词汇量应达到6500个单词和1700个词组，其中3000个单词为积极词汇（见附件3：《课程要求》积极词汇表）。一、内容和要求（一）设计题目（题目不能少于两个）Unit1 WaysofLearningUnit2 ValuesUnit3 TheGenerationGapUnit4 TheVirtualWorldUnit5 OvercomingobstaclesUnit6 Women,HalftheSkyUnit7 LearningaboutEnglishUnit8 ProtectingourEnvironment（二）设计内容Unit1 WaysofLearningⅠ．SuggestedTeachingPlanStudentswillbeableto:graspthemainidea(thatitwouldbeidealifwecanstrikeabalancebetweentheChineseandtheWesternlearningstyles)andstructureofthetext(introductionoftopicbyananecdoteelaborationbycomparisonandcontrast-conclusionbyasuggestion);appreciatethedifferencebetweencomparisonandcontrast,aswellasdifferentwaystocompareandcontrast(point-by-pointmethodorone-side-at-a-timemethod);masterthekeylanguagepointsandgrammaticalstructuresinthetext;conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.1．TasksSsthefollowingquestions.ThefirstisbasedonthesongTeachYourChildren:Accordingtothesong,whoshouldteachwhom?Islearningaone-waystreet?(Parentsandchildrenshouldteacheachotherandlearnfromeachother.Learningisatwo-wayinteraction.)Canyouguesswhatthethemeofthisunit,waysoflearning,refersto?(Differentpeoplehavedifferentlearningstyles.)While-readingWhile-reading1．SkimmingSsskimParas1-5andbereadytoanswerthefollowingquestions:Whereandwhendidtheincidenttakeplace?(JinlingHotelinNanjing,spring1987)Whoarethemaincharactersinthisincident?(author,hiswifeEllen,theirsonBenjamin,hotelstaff)WhatistheattitudeoftheauthorandhiswifetowardBenjamin’seffortsininsertingthekeyintotheslot?(Theylethimexploreandenjoyhimself.)WhatistheattitudeofthehotelstafftowardBenjamin’sefforts?(Theyheldhishandandtaughthimhowtoinsertthekeycorrectly.)TaskssomeSpairstoreporttotheclass,oneaskingtheabovequestionsandtheotherprovidingtheanswers.TtellsSsthattherearemanywaysofintroducingatopic.SswilldecidewhichwayisadoptedbyHowardGardner.2．TexplainslanguagepointsfromPara1toPara5,andgivesSspractice.3．TguidesSsthroughthedirectionsforTextOrganizationExercise2andWritingStrategy.ThenSsscanthefirstsentenceofbothPara6andPara7,anddecidewhatmethodofcomparisonandcontrastisusedhere(one-side-at-a-timemethod).4．TexplainslanguagepointsfromPara6toPara10,andgivesSspractice.SssumupthecontrastbetweenChineseandWesternwaystolearntofulfilatask(theChineseshowachildhowtodosomething,orteachbyholdinghishand;Westernersteachachildtorelyonhimselfforsolutionstoproblems).5．SsseanfromPara11toPara13,thenanswerthefollowingquestions:Canyoufindwordslike“Chinese”and“Westerner”or“American”or“theWest”ineachparagraph?(yes)Whatmethodofcomparisonandcontrastisusedhere?(point-by-pointmethod)6．TexplainslanguagepointsintheseparagraphsandgivesSspractice.7．SssumupthecontrastbetweentheChineseandtheWesternattitudestowardcreativityandbasicskills.(TheChinesegiveprioritytodevelopingskillsatanearlyage,believingthatcreativitycanbepromotedovertime;Westernersputmoreemphasisonfosteringcreativityinyoungchildren,thinkingthatskillscanbepickeduplater.)8．TexplainslanguagepointsinPara14andgivesSspractice.9．TtellsSsthattherearemanywaysofconcludinganessay.Ssdecidewhichwayisusedinthisessay.Post-readingPost-readingfirst.1．Debate:Shouldwedevelopchildren’screativityfirstortraintheminbasicskillsfirst?Ssdivideintotwogroups,onetakingthesideofcreativityfirst,anothertakingthesideofbasicskillsIneachgroup,Ssfurtherdivideintosmallergroupsofthreetofour,brainstormingarguments\examples\statistics\quotes\etc.insupportoftheirviewpoint,aswellasthosethatcouldbeusedtorefutetheotherside.Debatebegins,withTactingasmoderator.2．TguidesSsthroughseveralafter-textexercises.3．TchecksonSs’homereading(TextB).4．SsdoPartIV:Theme-RelatedLanguageLearningTasks.(1period)5．TasksSstopreparethenextunit:(1)dothepre-readingtask;(2)previewTextA.Ⅱ.TextAnalysisAnessayisusuallymadeupofthreeparts:abeginningwherethetopicisintroduced;thebodypartwherethetopiciselaboratedon,andaconclusion.Besidesstatingthetopicdirectly,therearemanyotherwaystointroduceatheme.Inthistext,ananecdoteoranincidentisused.TheauthorofTextA,Unit6,Book1(WhatAnimalsReallyThink)introduceshistopicbyposingaquestion:“Doanimalsallhavethoughts,whatwecallconsciousness?”TextB,Unit3,Book1(HowtoMakeSenseoutofScience)beginsbyquotingnewspaperheadlines:“NewDrugsKillCancerDevastationbyElNino—aWarning6:30p.m.October26,2028:CouldThisBetheDeadlinefortheApocalypse?”TextBofthisunit,ChildrenandMoney,beginswithanimaginedargumentbetweenachildandhisparentoverthecontrolofpocketmoney.Discoverotherformsofintroductionasyoureadon.However,themoreimportantpointisthatyoushouldlearntovaryyourownwritingbyadoptingvarioustypesoftopicintroduction.Withoutaconclusion,anessaylacksasenseofcompleteness.Aconclusionmaybearestatementofthemainpointspreviouslymentioned,aproposedsolution,aquotationfromsomebookorperson,apredictionoffuturedevelopments,asuggestionforfurtherstudy,etc.TextB,Unit3,Book1endsbygivingasimile,comparingscientificresearchtomountainclimbing,“aprocessfilledwithdisappointmentsandreverses,butsomehowwekeepmovingahead.”Inthistext,HowardGardnermakesasuggestionintheformofaquestion.Ⅲ.CulturalNotes1．EducationintheWest:ThereisnocommonagreementintheWestconcerningthebestmethodofeducation.Avarietyofviewscanbefoundamongparents,teachersandstudents.Indeed,itmightbearguedthatitisthisveryexistenceofcontendingpointsofviewthatischaracteristicofWesterneducation.ThiscanbeseenasfarbackasintheworkoftheancientGreekphilosopherSocrates,whoencouragedhisstudentstoquestioneverything,eventheirmostfundamentalbeliefs.Yeteventhentherewasnogeneralagreementthatthiswasthebestwaytoteach.Socrates,afterall,wascondemnedtodeathbyhisfellowcitizensforcorruptingthemoralsoftheyoungbyhiswayofteaching.ManylaterperiodsofWesternhistorywerenomoretolerantofencouragingstudentstochallengetraditionalbeliefs:Darwin’stheoryofevolution,forexample,wasforatimebannedfromschoolsinsomeAmericanstatesonthegroundsofreligiousbelief.Muchofthecurrentdebateovereducationsurroundstheextenttowhichlearningshouldbeteacher-basedorstudent-based.Whichofthetwoshoulddecidewhatshouldbelearned,howitshouldbelearned,andwhenitshouldbelearned?ComparingWesternandAsianmethodsoflearningitisgenerallytruethatWesternmethodsaremorestudent-centred,expectingstudentstodiscoverthingsforthemselvesratherthanrelyingontheirteacherstotellthem.Anextremeversionofthestudent-centredapproachcanbeseenatSummerhill,aschoolinEnglandestablishedbytheeducationalistA.S.Neill.Therechildrenhavecompletefreedomtodecidewhattheyaregoingtolearnandwhichlessonstheywillattend.Iftheywishtheyneednotattendanyatall.MainstreameducationinEnglandisfarmorestrict,demandingthatchildrenattendlessonsandfollowanationalcurriculum.Thiscurriculumandtheimportanceofachievinggoodexamresultstendtoreinforceamoreteacher-centredapproach,asbothteachersandstudentsfindthepressureoftimeleaveslessopportunityforanexploratoryapproachtolearning.Theextenttowhichlearningisteacher-centredorstudent-centredalsodependsondifferencesbetweensubjects.Inrecentyears,forexample,therehasbeenatrendintheteachingofmathematicsinschoolclassroomsinEnglandawayfromhavingpupilsworkontheirownorinsmallgroupsbacktowardsamoretraditionalapproach,withtheteacherguidingtheentireclassstep-by-stepthroughalesson.Thisfollowedresearchthatsuggestedthat,asfarasmathswasconcerned,amoreteacher-centredmethodwasmoreeffective.2．Standingontheshouldersofgiants:awell-knownphrase,frequentlyemployedbyinventorstoexpressmodestyabouttheirachievements.Thesuggestionisthatwhiletheyhavebeenabletoseefurtherthanthosewhocamebeforethem,itisnotbecausetheythemselvesareintellectualgiants.Ratheritisbecausetheyhavebeenabletobuildupontheaccumulateddiscoveriesoftheirgreatpredecessors.Ⅰ．SuggestedTeachingPlanUnit2 ValuesStudentswillbeableto:understandthemainidea(despitehiswealth,SamWaltonremainsdown-homeanddevotedtohisteam)andstructureofthetext;appreciatetheuseofindirectdescriptioninportrayingaperson;3．graspthekeylanguagepointsandgrammaticalstructuresinthetext;4．conductaseriesofreading,listening,speaking,andwritingactivitiesrelatedtothethemeoftheunit.1．TasksSsthefollowingquestionsontherecordedpassage:WhathappenedtoAbrahamLincolnoneday?(Workingasashopclerk,heoverchargedacustomer.Althoughthesumwasinsignificant,Lincolnwalkedalongdistancetoreturnthemoney.)Howisthestoryrelatedtothethemeoftheunit—values?(AbrahamLincolnregardedhonestyasanimportantvalue.)SsdoClozeBinafter-textexercisestolearnmoreaboutthevaluesofAmericanmillionaires.RichpeopleIknowBeforeclass,Ssareaskedtocollectstories,newsreports,pictures,books,orevenvideoclips(ifrelevantequipmentisavailableforshowingtheminclass)ofrichpeople.Inclass,Ssformgroupsofthreetofourtosharewhattheyhavecollected.Groupsdiscusswhatvaluestheserichpeopleholddear.Speakersforseveralgroupsreporttheirdiscussionresultstotheclass.（5）TremindsSstokeepthesevaluesinmindwhentheystudyTextA,andseewhetherSamWaltoncherishesthemornot.While-readingWhile-reading1．Textorganization（1）TasksSstoscanthetexttoseeifthereisanynaturaldividinglinesseparatingitintoparts.(Thetextcanbedividedintothreeparts.Betweeneachpart,thereisablankline.)（2）TdrawsSs’attentiontoTextOrganizationExercise1,guidesthemthroughthedirections,sothattheycangraspthemainfunctionofeachpart.Ssscanthetextagaintounderlineallthenamesmentionedandtellwhothesepersonsare.(Theyare: JamieBeaulieu,waiteratSamWalton’sbirthdaypartyJonnieBaker,nightmanageratthelocalWal-MartRichardHoback,MayorofBentonville,ArkansasGordonGarlington,pastorofthelocalchurchJohnMarshall,localbarberJimVonGremp,corporateaffairsdirectorFeroldF.Arend,retiredpresidentofWal-MartJimHendren,companylawyerSswillnoticethatthetexttransitsfromPartIItoPartIIIwhenthefirstcorporatejob—corporateaffairsdirector—ismentioned.2．TexplainslanguagepointsandgivesSspracticeFindingsynonymsorsynonymousphrasesfor“down-home”（1）TaskssomeSstoexplainthetitleofTextAintheirownwords.Ssworkalonetofindoutsynonymsorsynonymousphrasesfor“down-home”.SomeSsreporttheirfindingstotheclass.(Para5 carryonlikeplainfolksPara6 folksywaysPara7 friendly,cheerful,afineneighborwhodoeshisbesttoblendin,neverflashy,neverthrowinghisweightaroundPara11 notafrontperson)（4）TremindsSstovarytheirownwritingsbysynonymsorsynonymousphrases.Post-readingPost-reading1．Usingindirectdescriptioninportrayingaperson（1）SscompleteTextOrganizationExercise2andcompareanswerswitheachother.（2）TmakesSsthinkbyaskingSsthisquestion:HowdoestheauthorrevealthesecharactertraitsofSamWalton?DoeshecomeforwardtotellusdirectlywhatSamWaltonislike?（3）Tintroducesmethodsofindirectdescriptionandwritesthemdownontheblackboard:anecdotes,examples,quotes,comparisonandcontrast,etc.Ssworkinpairstofindoutexamplesofthesemethods.Somepairsreporttheirfindingstotheclass.（6）TurgesSstoadoptthesemethodswhendescribingaperson.2．TguidesSsthroughsomeafter-textexercises.3．TchecksonSs’homereading(TextB).4．SsdoPartIV:Theme-RelatedLanguageLearningTasks.(1period)5．TasksSstopreparethenextunit:dothepre-readingtask;previewTextA.Ⅱ.TextAnalysisTomakeacharacterportraitconvincing,anauthormustrefrainfromtellingreadersdirectlywhatthepersonislike.Instead,he/sheletsreadersdeduce.Ofallthemethodsofindirectdescription,theoneusedmostfrequentlyinTextAisquotation.TheauthorquotesnotonlySamWaltonhimself,e.g.“Thereasonforoursuccess...isourpeopleandthewaythey’retreatedandthewaytheyfeelabouttheircompany.Theybelievethingsaredifferenthere,buttheydeservethecredit”,butalsohistownsfolkandcolleagues.Thetextbeginswithananecdote:howwaiterJamieBeaulieuhadanticipatedalavishmansionattheWaltons,onlytofindanordinary-lookinghousehold.Thiskindofbeginningluresreaderstogoon.Thereareotheranecdotes,likehowSamWaltonforgothiswalletandinsistedonfetchingittopaythelocalbarber,andhowhelost4straightgamesafteraWal-Martemployeeaskedhimaquestionaboutpricing.SamWaltonisafolksyguy,ofwhichalotofexamplesaregiven.Examplesofhowgenerousanemployerheisarealsoplentiful.JamieBeaulieu’santicipationandtherealityhelaterfoundoutformacontrast.ItrevealsSamWalton’sdown-homecharacteristics.WhenretiredcompanypresidentFeroldF.ArendcomparedSamWaltonwithhispreviousemployer,weappreciatefurtherSamWalton’sgenerosity.Ⅲ.CulturalNotesRolls-Royce:anyofthelarge,expensive,comfortablecarsmadebytheBritishcompanyRolls-Royce.ManypeoplerecognizethembythesmallmetalstatueonthefrontofeveryRolls-Roycecar.Thecompanywasformedin1905-1906byCharlesRolls(1877-1910)andHenryRoyce(1863-1933)andalsoproducesaircraftengines.TheRolls-RoycecompanywasboughtbytheGermancompanyVolkswagenin1998．ThenameRolls-Royceisalsousedinformallytorefertothebestproductofaparticulartype.dimestore:astoreofferingawideassortmentofinexpensiveitems,formerlycostingfiveortencents,forpersonalandhouseholduse.Wal-Mart:anyofaverylargechainofshopsintheUSsellingawiderangeofgoodsatlowprices.ThefirstWal-MartDiscountCitywasopenedin1962bySamWalton.FordMotorCompany:alargeUScompanythatmakescars.ItwasestablishedinDetroitin1903byHenryFord,andthefirstModelTwassoldin1908．ThecompanyhasproducedtheLincolnsince1922andtheMercurysince1938.names:Apartfromtheirsurnameorlastname,mostBritishandAmericanchildrenaregiventwopersonalnamesbytheirparents,afirstnameandamiddlename.ThesenamesaresometimescalledChristiannamesorgivennames.Somepeoplehaveonlyonegivenname,afewhavethreeormore.Friendsandmembersofafamilywhoareofsimilarageusuallycalloneanotherbytheirfirstnames.Insomefamiliesyoungpeoplenowalsocalltheirauntsandunclesandeventheirparentsbytheirfirstnames.Outsidethefamily,theexpressionbeonfirstnametermssuggeststhatthepeopleconcernedhaveafriendly,informalrelationship.WhenwritingtheirnameAmericanscommonlygivetheirfirstname,theirmiddleinitialandtheirlastname,e.g.GeorgeM.Cohan.Bothgivennamesareusedinfullonlyonformaloccasions,e.g.whenpeoplegetmarried.Forbes:anAmericanbusinessmagazine.Itisnotedforitslistsoftherichestmenandwomeninbusiness.InitsNovember27,2000editionitpublishedonelistingthe50richestbusinessmenandwomeninChina,headedbyRongYirenofCITICwith1.9billiondollars,followedinsecondplacebyLiuYongxingoftheHopeGroupwith1billiondollars.TherichestbusinesswomanonthelistwasYangLanofSunTelevision,with63milliondollars.Unit3TheGenerationGapⅠ．SuggestedTeachingPlanObjectivesStudentswillbeableto:understandthemainidea(Fathermeddledinchildren’saffairswithgoodintentions,butonlytofindhiseffortsunwelcome)andstructure(threesettings,threescenes)ofthetext;appreciatethebasicelementsofaplay;graspthekeylanguagepointsandgrammaticalstructuresinthetext;conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.1．TasksSsthefollowingquestionsonthesongTheTimesTheyAreA-changin’:Whoshouldbesittingupandtakingnotice?Why?(parents,politicians,writersandcriticsshouldlistenup,becausethetimesarechangingsofastthatonecan’tbecontentwithone’soldwayoflife)Whatdoesthesingerthinkofhisparents’wayofdoingthings?(outdated)2．PairinterviewTdictatestoSsthefollowinglistofquestions:Whenareyourparents’birthdaysandtheirweddinganniversary?Doyourparentscelebrateyourbirthday?Howabouttheirownbirthdaycelebration?Inyourparents’eyes,whatareyouinterestedin?Inyoureyes,whatareyourparentsinterestedin?Inwhatareasdoyourparentswantyoutoimprove?Inwhatwaysdoyouwantyourparentstoimprove?Tellofaninstancewhenyourparentsandyoudisagreeoversomething.Ssformpairstointervieweachother.IfthereisanoddnumberofSsintheclass,onegroupmayconsistof3Ss.Theinterviewermustnotedowntheanswersfromtheinterviewee.SomeSsreportinterviewresultstoclass.3．TmayleadintoTextAbysaying:Aswefindfromourinterviews,parentsandchildrendonotoftenseeeyetoeye.Whenparentsinterferewiththeirchildren’saffairs,theybelievethattheyaredoingsointheinterestoftheirchildren.However,thechildrenmaynotbegrateful,asisthecaseintheplaywearegoingtostudy,FatherKnowsBetter.Whenyoureadon,Iwantyoutobearthisquestioninmind:despitetheircomplaints,theThompsonchildrenactuallylovetheirfatherverymuch.Doyouyourselfshowsimilarattitudestowardsyourownparents?While-readingWhile-reading1．AbriefintroductiontoplaysTwritesdownontheblackboardthemajorcomponentsofaplay:characters,settings,stagedirections,language,conflicts,climax,andtheme.Ssidentifythecharactersinthisplay.SsreadthedirectionsforTextOrganizationExercises1and2,thenscantheplaytodivideitintothreeparts.Tmaydropahint:justreadthestagedirectionsputinbrackets.Texplainsthefunctionsofstagedirections:tosetupstagepropertiesintheproperplace;toindicateachangeinsetting;todirectactors’movement,gesture,facialexpression,toneofvoice,etc.ThenTdrawsthefollowingillustrationontheblackboard:TinvitesoneStoreadaloudHeidi’sspeechtotheaudienceattheverybeginningoftheplay,thenaskanotherStore-createHeidi’swordsintoacompleteandgrammaticalparagraph.TheymayrefertoWritingStrategytoseethestylisticdifferencesbetweenspeechandwriting.Tdefinesconflictsastheessenceofaplay,aclashofactions,ideas,desiresorwills.Itmayhappeninthreeforms:managainstman,managainstenvironment,managainsthimself.Whenaconflictdevelopstothemostintensifiedpoint,itbecomesaclimax.TasksSstofindouttheform(s)ofconflictinthisplayastheylatergothroughthetext.Texplainsthat,unlikeanovelistorshort-storywriter,aplaywrightcannotcomeforward,interrupttheaction,andtelltheaudiencewhathe/shemeansbyacertainsceneorexplaintothemwhatisgoingoninthemindsofthecharacters.Theaudiencemustconcludebythemselveswhatthethemeoftheplayis.TtellsSsthattheywilldosoattheendofreadingthisplay.2．TexplainslanguagepointsinPartIandgivesSspractice3．SssumupthemainconflictinPartI.4．TexplainslanguagepointsinPartIIandgivesSspractice5．SssumupthemainconflictinPartII.6．TexplainslanguagepointsinPartIIIandgivesSspractice7．SssumupthemainconflictinPartIII.8．Sssumupthethemeoftheplay.Post-readingPost-readingSsformgroupsof3-4,re-readPartII.Basedonit,theywillcomeupwithabriefsummaryofthecharacteristicsofMother,Father,andthechildren.TmaygiveSsthefollowingmodel:“FathershowsgreatrespectforMother.Hepulledthechairforherbeforedinner,andobeyedhercommandslike‘dogoon’,‘dogetonwithit’,‘don’tkeepusinsuspense’.Besides,althoughFatherwaspleasedwithwhathehaddoneforDiane,hehadlearnedfromexperiencethathiseffortswerenotalwayswelcome.Thatwaswhyhecouldquicklyrealizehisblunder,asmadeclearbythesentence‘Ido?Yes,yes,IguessIdo.I’ve...doneitagain,haven’tI?’”WhenSsdiscusswithinthegroup,thefollowingquestionsmighthelp:HowdidMotheraddressFatherandherchildren?Howmanydo’sanddon‘fsdidsheuse?Whatdotheytellabouthercharacter?Onwhosesidewasshe,Father’sorthechildren’s?WhatdidHeidiandSeanstagewhispertoeachother?WhydidSeantellFatherthat“IdobelieveDianewouldliketoknowthesurprise?”HowdidDianefeelwhenshesaid“Thankyou,Sean.Ioweyouone”?WhatwereDiane’sreactionsduringthescene?(3)Severalgroupsreporttheirsummariestotheclass.2．TguidesSsthroughsomeafter-textexercises.3．TchecksonSs’homereading(TextB).4．SsdoPartIV:Theme-RelatedLanguageLearningTasks.(1period)5．TasksSstoprepareforthenextunit:(1)dothepre-readingtask;(2)previewTextA.Ⅱ.TextAnalysisAlthoughaplaywrightcan’tcomeforwardtospeakdirectlytoreaders,wemaystillformamentalpictureofwhateachcharacterislike.Let’stakePartIIforexample.Fromthewaytheyspeak,theirtoneofvoice,theirfacialexpressionsandtheiractions,wefindFather,MotherandthethreeThompsonchildrenlife-like.SinceabriefdiscussionofFather’scharacteristicsisgivenasamodelintheSuggestedTeachingPlan,herewewillfocusonMotherandthechildren.Aswenotice,inherspeechMotherusesquiteanumberofdo’sanddon‘ts,please’s,dear’s,andsweetheart’s.SheistherealheadoftheThompsonhousehold,givingoutcommandstoherchildrenaswellasherhusband.Moreover,mosttimesherordersarerespected.Ontheotherhand,knowingherchildren’sattitudetowardsFather’smeddling,shetriestomaintainthepeace,asintheinstanceswhenshemaintainsFather’sdignitybytellingthechildren“Don’tinterrupt”,“Don’tdistractyourfather”,and“giveyourfathertherespecthedeserves”,orwhenshetriestodiverttheconversationbytalkingaboutherdessert.TheThompsonchildrenrespectMother,asshownbytheirfrequent“Yes,Mother”and“Sorry,Mom”.Ontheotherhand,theyareusedtoFather’smeddlingwiththeiraffairs.WhenSeanandHeidifindoutthatthistimethebadluckhasbefallenDiane,theycanaffordtostandbackandpokeafewbemusedcomments.Diane’sfeelingsareentirelydifferent,though.SheisputonguardwhenFathertellsher“Ihaveasurpriseforyou.”ThensheisembarrassedasFathermentionsherfeelingstowardyoungKyle.LaterasFathergoesondelayingtellingthetruth,shebecomeshysterical.Finally,whenshelearnsthetruth,sheloseshertemper.Isn’titawonderthatwordscantellsomuchaboutpeople?Ⅲ.CulturalNotes7Familylife:Somefamiliesareverychild-centered.Theclosestfamilieseatmealsatthesametimeandspendtheirfreetimetogether.Somefamilies,however,onlyseeeachotherforashorttimeintheevening,andthoughthechildrenarestillconsideredimportant,theyhavetofitinwiththelivesoftheirparents.Theaveragedayformanyfamiliesbeginswithgettingthechildrenupandreadyforschool.Thereisusuallyarushforeveryonetousethebathroom,findcleanclothes,eatbreakfast,andcatchthebus.Inthemeantimetheparentshavetogetreadyforworkthemselves.Earlymorningsareascrambleformanyfamilies.Theschooldayusuallyendsatabout3p.m.intheUSand4p.m.inBritain,andtheworkingdayat5p.m.orlater,somanyparentshavetomakearrangementsfortheirchildrenafterschool.Theymaygotoanafter-schoolcenterorstaywithaneighbour’schildren.Ol