新视野大学英语第三版第二册第三课教案

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 thetext3.To be acquainted with the writing skills of a comparison/contrastessay教学难点：1.Apply the phrases and patterns2.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 teacher last meet. Their last assignment is to:Watch the movie The Odyssey and write a reflection. Thee reflection should includes:• a short summary of the movie•students’ feelings and ideas after watching the movie.2.Brainstorming:Question: What does the odyssey years may mean?Answers for reference: Now the 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 gap”?2)Do you think there is a generation gap between you and yourparents? 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 followingchart.3)Share answers/Aspects of differences You Your parents Education College education High school3.Critical thinkingDiscuss the following problems in groups.1)Do you agree with the statement that the odyssey years couldlead to self-discovery? Why or why not?2)What might be the most significant personal effect caused by thedelay in transition to adulthood?3)How might parents look at the new trend and the delayedtransition?*These are open-ended questions. Allow students to freely express themselves and tell them to listen to the authors’answers to these questions. And the class will re-discuss these three questions when we have finished our reading.Part II Pre-readingI.Quiz1.Take the quiz by checking (√) whether the statements on Page 60 aretrue 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 ofyou and your generation?II.Main structureRead 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 discuss in pair or in groupThe introduction part is composed of two sections.•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, 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 itsown peculiar set of challenges (Para. 2)?3.Words, phrases and sentencesGive 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: the odyssey years: a newly added phase of life1.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 reaching 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 people’s“confusion” come from (P6)?3)Why parents feel anxious 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-readingI.Summary1.Re-discuss the critical thinking questions:1)Do you agree with the statement that the odyssey years couldlead to self-discovery? Why or why not?2)What might be the most significant personal effect caused by thedelay in transition to adulthood?3)How might parents look at the new trend and the delayedtransition?2.Recall the main structureII.Writing skills1.Recall the main ideas of the text and how the author structures hiswriting.2.Introduce two major structures of comparison or contrast:•Point-to-point•Subject-to-subject3.A good exampleSuppose now we are going to write 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 in Appendix II)Part V AssignmentI.Structured writing: You and your parents1.Recall what you have discussed in the classroom on the differencesbetween you and your parents and reorganize these ideas into anarticle based on the comparison/contrast structure.2.You can either use the point-to-point structure or thesubject-to-subject structure.II.Watching a video clip:1. Watch the video clip and make a summary of each interviewee’s story,e.g. what they are doing now or what are their problems.2. Think of the title: Chinese young people: a dependent generation. Do you agree with it or not? Why or why not?III.PreviewHave a preview of Text B Finding my way back home.。