新视野大学英语第三版第二册Unit3教案河南2011高考分数线
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B2 U3 A journey through the odysy years
教学重点：
1.To have knowledge of Odysy， Odysus and the odysy years
2.To understand and u the words, phras, structures， rhetoric in the text
3.To be acquainted with the writing skills of a comparison/contrast essay
教学难点:
1.Apply the phras and patterns
日语能力考试报名官网入口2.Writing paragraphs with the structure of a comparison / contrast essay.
教学过程：
Part I Warm—up
美国大选什么时候出结果I。 Knowledge of The Odysy, Odysus, and the odysy years
1.Assignment Check
Students are going to share their assignments. Read our their reflection。
The assignment has to be given when students and the teacher last meet。 Their last assignment is to：
Watch the movie The Odysy and write a reflection. Thee reflection should includes:
•a short summary of the movie
•students’ feelings and ideas after watching the movie.
时乖命蹇2.Brainstorming:
Question： What does the odysy years may mean？
Answers for reference: Now the Odysy has become a special term for an epic journey or great struggle as Odysus, the main character in the epic poem, encountered repeated troubles and challenges when he left home and loved ones.
烟台日语
actual是什么意思II. Comparison of you and your parents
1.Questions:
1)What is your understanding of “generation gap”？
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 differences | You | Your parents |
Education | College education | High school |
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3.Critical thinking
Discuss the following problems in groups。
1)Do you agree with the statement that the odysy years could lead to lf-discovery？ Why or why not？
2)What might be the most significant personal effect caud by the delay in transition to adulthood？
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3)How might parents look at the new trend and the delayed transition?
＊The are open-ended questions。 Allow students to freely express themlves and tell them to listen to the authors’ answers to the questions。 And the class will re—discuss the three questions when we have finished our reading。
Part II Pre-reading
I.Quiz
1.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 structure
Read the whole passage and divide the text into veral parts。 Fill in the blanks to pres
ent the main structure of the text。
＊Pay attention to how the author makes a comparison between two different generations。
Part III While-reading
I.Introduction Part
1.The structure analysis
1) Ask students to discuss in pair or in group
The introduction part is compod of two ctions.
•Paragraph 1 describes that each age pha brings its own peculiar t of challenges.
•Paragraph 2 functions as a transition.
2) The teacher prents the writing skill
Transition creates a link or connection between the previous paragraph and the following one. In English， transition can be realized by using transitional words， ntences or paragraphs.
2.Questions for understanding
1)pets5How do people divide our life stages (Para。 1)？
2)Why does the author say that each unique life pha brings its own peculiar t of challenges （Para。 2)？
3.Words， phras and ntences
Give an intensive analysis of the new words （e。g。 their origins， literal meanings & implied meanings)， phras and ntences。
