Unit 3 The Generation Gap
Unit_3_The_Generation_Gap
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Text A
----Marsh Cassadu
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CF: consist, compose, comprise & constitute
compose的主语表示事物的组成部分，宾语表 示事物的整体。但在被动语态中正好相反。例 如： The United States, Canada, and Mexico compose North America. 美国、加拿大和墨西哥合起来构成北美洲。 Water is composed of hydrogen and oxygen. 水由氢和氧组成。
Байду номын сангаас
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CF: consist, compose, comprise & constitute
这几个词都是动词，都有“组成”的意思。 consist 是个不及物动词，与介词of一起连用，不 可用于被动语态。consist的主语表示事物的整体， of后的宾语表示事物的组成部分。例如： Water consists of hydrogen and oxygen. 水由氢和氧组成。 North America consists of the United States, Canada, and Mexico. 北美洲包括美国、加拿大和墨西哥。
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CF: consist, compose, comprise & constitute
全新版大学英语综合教程2-Unit 3-The Generation Gap-Exercise+writing
Pattern:
Cause 1
Effect
Cause 2
Cause 3
Example 1:
in the last few centuries, first coal, then oil and natural gas, have been burned for energy at a rapidly increasing rate. Earth’s forests have been disappearing, slowly at first, but in the last couple of centuries quite rapidly.
Unit 3
The Generation Gap
Lecture Three
Content
1 2 3 Useful Expressions Dictation—Comedy Exercises
Teaching Objectives: 1. Gain a better command of the useful expressions 2. Practice listening skills 3. Learn to write a cause-effect exposition and a problem-solution exposition 4. Check the answers to Exercises
probably etc. when you are not so sure of the problem
and solution, and use certainly, definitely, surely,
Unit 3 The Generation Gap(英语ppt)
I. Teaching Objectives II. Before Reading III. Global Reading IV. Detailed Reading V. After Reading
Ⅰ. Teaching Objectives Students will be able to:
understand the main idea (Father meddled in children’s affairs with good intentions, but only to find his efforts unwelcome) and structure (three settings, three scenes) of the text; appreciate the basic elements of a play; grasp the key language points and grammatical structures in the text; conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
2. Comedy
Listen to the passage and fill in the blanks with the missing words. Comedy is a universal form of expression and a major dramatic genre that is intended to amuse. Comedy is associated with humorous behavior, wordplay, pleasurable feeling, release of tension, and laughter. Imbued with a playful spirit, comic entertainment frequently exposes incongruous (不协 调的), or ridiculous aspects of human nature. It generally follows a fixed pattern of theatrical surprises that leads to a sense of delight in the viewer. Of all dramatic genres, comedy is the most widely performed.
Unit 3 The Generation Gap
embarrass v.
make (sb.) feel awkward or ashamed • It embarrassed him that he had to give a talk in front of a lot of people. • I don‟t like making speeches in public. It‟s so ____. • I was really ____ when I couldn‟t answer the teacher‟s question.
“And I assure you that if there are any subjects that need to be addressed, Sean and I will have a man-to-man talk.” • What is a man-to-man talk? • A talk that takes place between two men, especially two men who need to discuss a serious personal matter. • Translate the sentence into Chinese. • 你放心，要是有什么问题需要解决的话，我 和肖恩会开诚布公地谈一谈的。
in unison
• acting in the same way at the same time • All the babies cried in unison. • 国际社会准备一致反对恐怖主义。 • The international community is ready to work in unison against terrorism.
Children
unit 3 b
Unit 3 The Generation Gap Unit 3 The Generation Gap
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
3. That has given them the opportunity to essentially hide in plain sight. 这使他们可以在父母眼皮底下与别人交流而大体上不 致泄密。
Unit 3 The Generation Gap Unit 3 The Generation Gap
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
Useful Expressions
Sentence Translation
Spot Dictation
Discussion Talk about the Pictures
Writing Practice
Proverbs and Quotations
Unit 3 The Generation Gap Unit 3 The Generation Gap
turn to sb.
Unit 3 The Generation Gap Unit 3 The Generation Gap
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
15. 影响；刺激 16. 结束某（一不愉快的）事 17. 优等生 18. 整天提心吊胆 19. 负责 20. 填写
大学英语综合教程2 UNIT 3
SEAN, DIANE and HEIDI: (In unison ) Father knows better! (The lights come Up Left on the fast-food restaurant where SEAN works. It consists of a counter and a couple of small tables. The MANAGER stands behind the counter. SEAN is busily cleaning the tables when FATHER walks in.) MANAGER: Good evening, sir. May I help you? FATHER: Good evening. SEAN: (To himself) Oh, no! (He squats behind one of the tables trying to hide from FATHER.) FATHER: I’m looking for the manager.
Word
Fห้องสมุดไป่ตู้THER KNOWS BETTER
Marsh Cassady
know better: behave in a CHARACTERS: FATHER; MOTHER; more sensible and acceptable way
HEIDI, 14; DIANE, 17; He is old enough to know better. SEAN, 16; RESTAURANT MANAGER, 20s; MRS. HIGGINS. 他很明事理，不至于以貌取人。 SETTING: Various locations including a fast-food restaurant, He knows better than to judge by appearances. the Thompson family dining room, and an office at a high school. Pattern: AT know better than sb. RISE: As the lights come up, HEIDI enters and crosses know better than to do sth. Right to the edge of the stage. SEAN and DIANE Down enter and cross Down Left to the edge of the stage. They listen as HEIDI addresses the audience.
Unit 3 The Generation Gap(1)
Teaching Objectives
Students will be able to: Understand the main idea and structure of the text; Appreciate the basic elements of a play; Grasp the key language points and grammatical structures in the text
What is the main idea of scene one (1~65)? In a fast-food restaurant, Father embarrassed Sean by talking too proudly to the restaurant manager. What is the main idea of scene two (66~169)? In the Thompson family dining room, Father embarrassed Diane by persuading a work-mate into pressing his son to ask her to the senior prom. What is the main idea of scene three (170~210)? In an office at Heidi’s high school, Father embarrassed Heidi by boasting to an official about how bright she was.
Unit3 The Generation Gap
女儿:
I'm getting the hell to share the TV with you! You don't understand me at all！
真不该跟你们一起看电视！ (一边走开一边说) 一点都不理解 我！
妈妈：
Oh dear,Where are you going?
孩子，不要跟你的父母争吵。你应该明白。你很年轻，像一 朵小花，而我和你的父母 正在逐渐变老。尽管有时你会抱怨我们不理解你，但你应该 明白我们都在努力接近你。我 们都很爱你，安妮。
女儿：
I know.grandmother.I’m sorry that I only to care myself.I love you too.
Loading…
by orange
OK, now please think about what is the generation gap? Look at my PPT
The generation gap refers to between two generations because of physical factors, environmental factors caused by the differences of way of thinking, behavior ……
爸爸：
OMG.What the hell happened to Paula? She looks terrible.
普拉这是怎么了? 怎么这副德行了？
女儿： Dad, That is Steven Tyler.
爸，那是史蒂芬.泰勒
爸爸： He looks good.Oh,my god. What the hell happened to OP? She looks terrible.
Unit3 The Generation Gap
Unit3 The Generation GapPart II Reading T askComprehensionContent QuestionPair Work1.There are seven characters---Father, Mother, Heidi, Diane, Sean, Restaurant Manager,and Mrs. Higgins.2.No. Because what he does usually ends up embarrassing them.3.T o buy a guitar.4.T o check if Sean was going to embarrass him.5.He knew his father was going to embarrass him.6.It was unnecessary and embarrassing.7.He wanted Dan to pressure his son into asking Diane to the senior prom.8.He would speak to his son and insist that the latter give Diane a call.9.She felt humiliated.10.Because the Thompson had just moved.11.He tried to let her know how exceptionally talented a young woman Heidi was.12.Because she couldn’t bear being embarrassed by her father.T ext OrganizationWorking On Y our Own1.1. A fast-food restaurant2.The Thompson family dining room3.An office at a high school2.Scene One: Father embarrassed Sean by talking too proudly to the restaurant manager. Scene T wo: Father embarrassed Diane by persuading a colleague into pressing his son to ask her to the senior prom.Scene Three: Father embarrassed Heidi by boating to an official at her new school about how talented she was.Language Sense Enhancement1.(1)once in a while(2)for(3)the problem(4)he thinks (5)humiliated(6)class president(7)have(8)Actually(9)stop to think(10)interferenceLanguage Focus VocabularyI1.1)typical2)dumb3)junior4)glorious 5)welfare6)came over7)interference8)fading9)narrowed down10)frank11)schemes12)at any rate2.1)consists of five generals and four police officers.2)will be in a location overlooking the lake.3)was humiliated by her comments about my family background in front of so manypeople.4)have any proof that it was Henry who stole the computer?5)was exhausted after the long cycle ride.3.1)hysterical; was handed down by; should have known better than2)twisted; over and over; talented son3)patience; not to keep him in suspense; assured; repeatedlyI.Collocation1.adequate2.anxious3.certain4.content5.crazy6.likely7.fortunate8.keenage1.be admitted2.live3.be postponed4.buy5.be banned6.beComprehensive Exercises I.cloze1.(1)typical(2)welfare(3)constant(4)frank(5)talent(6)dumb (7)know better than that(8)repeatedly(9)dread(10)interference(11)bet(12)assure2.(1)despite(2)really(3)same(4)contact (5)admitted(6)attempt(7)not(8)tend(9)different(10)mannerII.Translation1.(1)Have scientists found proof of water on Mars?(2)The planning committee has narrowed down the possible locations for the nuclearpower plant to two coastal towns.(3)Sam not only lost his job but also both legs; he had to live on welfare for the rest ofhis life.(4) A jury consisting of 12 members voted in unison that Mary was guilty.(5)Sean felt humiliated to hear his talent being questioned.2.George, the son of Mr. Johnson, liked listening to heavy metal music in the evenings, which made it hard for other residents in the community to fall asleep. Eventually the exhaustedneighbors lost their patience and decided on direct interference. They called Mr. Johnson to tell him in a frank manner what they were thinking. Mr. Johnson assured them that he would certainly settle the issue. As soon as he put down the phone he scolded his son, “What has come over you? Y ou should know better than to disturb others for your own amusement.”In the end George traded his CD’s for computer games software from his classmates.。
全新版大学英语第二册教案 Unit 3 The Generation Gap (1)
Unit 3 The Generation Gap I．Teaching Plan ( 5 periods)ObjectivesStudents will be able to:1understand the main idea (Father meddled in children’s affairs with good intentions, but only to find his efforts unwelcome) and structure ( three settings, three scenes) of the text;2 appreciate the basic elements of a play;3 grasp the key language points and grammatical structures in the text;4 conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.Time allotmentPre-reading tasks1 T asks Ss the following questions on the song The Times They Are A-changing’: ( 5 minutes)---Who should be sitting up and taking notice？Why? (parents, politicians, writers and critics should listen up, because the times are changing so fast that one can’t be content with one’s old way of life)---What does the singer think of his parents’ way of doing things? ( outdated)2 Pair interview ( 23 minutes)1)T dictates to Ss the following list of questions:---When are your parents’ birthdays and their wedding anniversary?---Do your parents celebrate your birthday? How about their own birthday celebration?---In your parents’ eyes, what are you interested in?---In your eyes, what are your parents interested in?---In what areas do your parents want you to improve?---In what ways do you want your parents to improve?---Tell of an instance when your parents and you disagree over something.2)Ss form pairs to interview each other. If there is an odd number of Ss in the class, one groupmay consist of 3 Ss. The interviewer must note down the answer from the interviewee.3)Some Ss report interview results to class.3 T may lead in to Text A by saying: As we find from our interviews, parents and children do not often see eye to eye. When parents interfere with their children’s affairs, they bel ieve that they are doing so in the interest of their children. However, the children may not be grateful, as is the case in the play we are going to study, Father Knows Better. When you read on, I want you to bear this question in mind: despite their complaints, the Thompson children actually love their father very much. Do you yourself show similar attitudes towards your own parents?( 2 minutes) While-reading tasks1 A brief introduction to play ( 25 minutes)1)T writes down on the blackboard the major components of a play: characters, settings, stagedirections, language, conflicts, climax, and theme.2)Ss identify the characters in this play.3)Ss read the directions for Text Organization Exercises 1 and 2, then scan the play to divide itinto three parts. T may drop a hint: just read the stage directions put in brackets.4)T explains the functions of stage directions: to set up stage properties in the proper place; toindicate a change in setting; to direct actors’ movements, gesture, facial expression, tone of voice, etc. Then T draws the following illustration on the blackboard:5)T invites one S to read aloud Heidi’s speech to the audience at the very beginning of the play,then ask another S to re-create Heidi’s words into a complete and grammatical paragraph.They may refer to Writing Strategy to see the stylistic differences between speech andwriting.6)T defines conflicts as the essence of a play, a clash of actions, ideas, desires or wills. It mayhappen in three forms: man against man, man against environment, man against himself.When a conflict develops to the most intensified point, it becomes a climax. T asks Ss to find out the form(s) of conflict in this play as they later go through the text.7)T explains that, unlike a novelist or short-story writer, a playwright can not come forward,interrupt the action, and tell the audience what he/she means by a certain scene or explain to them what is going on in the minds of the characters. The audience must conclude by themselves what theme of the play is. T tells Ss that they will do so at the end of reading this play.2 T explains language points in Part I and gives Ss practice ( see Language Study).( 15 minutes)3 Ss sum up the main conflict in Part I. ( 3 minutes)4 T explains language points in Part II and gives Ss practice ( see Language Study).( 25 minutes)5 Ss sum up the main conflict in Part II.( 3 minutes)6 T explains language points in Part III and gives Ss practice ( see Language Study). ( 15 minutes)7 Ss sum up the main conflict in Part III.( 3 minutes)8 Ss sum up the theme of the play. ( 6 minutes)Post-reading tasks1. The way they are (25minutes)1)Ss form groups of 3-4, re-read Part Ⅱ. Based on it, they will come up with a briefsummary of the characteristics of Mother, Father, and the children (see Text Analysis). T may give Ss the following model:“Father shows great respect for Mother. He pulled the chair for her before dinner, and obeyed her commands like ‘do go on’, ‘do get on with it’, ‘don’t keep us in suspense’.Besides, although Father was pleased with what he had done for Diane, he had learned from experience that his efforts were not always welcome. That way why he could quickly realize his blunder, as made clear by sentence ‘I do? Yes, I guess I do. I’ve…done it again, haven’t I ?’2)When Ss discuss within the group, the following questions might help:---- How did Mother address Father and her children?---- How many do’s and don’ts did she use? What do they tell about her character?---- On whose side Heidi and Sean stage whisper to each other?---- What did Sean tell Father that “I do believe Diane would like to know the surprise?”---- How did Diane feel when she said “Thank you, Sean. I owe you one”?---- What were Diane’s reactions during the scene?3)Several groups report their summaries to the class.2. T guides Ss through some after-text exercises. (25 minutes)3. T checks on Ss’ home reading (Text B) (3 minutes)4. Ss so Part Ⅳ: Theme-Related Language Learning Tasks. (1 period)5. T asks Ss to prepare for the next unit: (2 minutes)1)do the pre-reading task;2)preview Text A.Ⅱ. Text analysisAlthough a playwright can’t come forward to speak directly readers, we may still form a mental picture of what each character is like.Let’s take Part Ⅱfor example. From the way they speak, their tone of voice, their facial expressions and their actions, we find Father, Mother and the three Thompson children life-like.Since a brief d iscussion of Father’s characteristics is given as a model in the Suggested Teaching Plan, here we will focus on Mother and the children.As we notice, in her speech Mother uses quite a number of do’s and don’ts, pleases, dears, and sweetheart’s. She is the real head of the Thompson household, giving out commands to her children as well as her husband. Moreover, most times her orders are respected. On the other hand, knowing her children’s attitude towards Father’s meddling, she tries to maintain the peace, as in the instance when she maintains Father’s dignity by telling the children “Don’t interrupt”, “Don’t distract your father”, and “give your father the respect he deserves”, or when she tries to divert the conversation by talking about her dessert.The T hompson children respect Mother, as shown by their frequent “Yes, Mother” and “Sorry, Mom”. On the other hand, they are used to Father’s meddling with their affairs. When Sean and Heidi find out that this time the bad luck had befallen Diane, they can afford to stand back and poke a few bemused comments. Diane’s feelings are entirely different, though. She isput on guard when Father tells her “I have a surprise for you.” Then she is embarrassed as Father mentions her feelings toward young Kyle. Later, as Father goes on delaying telling the truth, she becomes hysterical. Finally, when she learns the truth, she loses her temper.Isn’t it a wonder that words can tell so much about people?Ⅲ. Culture Notes1.Family life: Some families are very child-centered. The closest families eat meals at the same time and spend their free time together. Some families, however, only see each other for a short time in the evening, and though the children are still considered important, they have to fit in the lives of their parents.The average day for many families begins with getting the children up and ready for school. There is usually a rush for everyone to use the bathroom, find clean clothes, eat breakfast, and catch the bus. In the meantime the parents have to get ready for work themselves. Early mornings are a scramble for many families.The school day usually ends at about 3 p.m. in the US and 4 p.m. in Britain, and the working day at 5 p.m. or later, so many parents have to make arrangements for their children after school. They may go to an after-school center or stay with a neighbor’s children. Older children often do activities like sports or music at their school, or go home and do their homework. Children often also have to do chores.In many families, the children eat when they get home and their parents eat later. In the evenings the children play or go and see friends. If everyone is staying in they may watch television together. Many parents make an efforts t spend quality time with their children, an hour or so each day when they give them the full attention.American families are often criticized for the way they do things separately, though many people believe that it is good for children to learn to be independent. From an early age children are encouraged to decide what they want to do, eat or wear, and their parents try to respect their opinions.2. Part-time job:Many American teenagers earn a good portion of their college expenses by working during the summer as waiters or waitress, construction workers, mother’ helpers, gas station attendants, telephone operators or messengers. They are not concerned with status. Being unskilled, they try to find jobs at whatever level they can. They seek not only money, but also experience. They learn work habits, responsibility, the ability to take orders and to get along with a boss and different kinds of people.IV. Language Study(Text A)1. location n. a place or position 场所；位置e.g. With nesses showed the police the exact location of the accident.The school is going to move to a new location2. dine vi. eat dinner 进餐dine out having an evening meal away from home 外出进餐e.g. It’s Jan’s birthday, so we are dining out tonight at a special little restaurant we know.3. embarrass vt. make (Sib.) feel awkward or ashamed 使窘迫；使不好意思e.g. I chose my words carefully in order to avoid embarrassing anyone.It embarrassed him that he had to give a talk in front of a lot of people.adj. embarrassed: (sb.) shy, guilty or ashamed about sth.e.g. I was really embarrassed when I knocked the cup of tea over my teacher.4. dumb a. foolish; unable to speak 愚蠢的；哑的e.g. He was so dumb that he left his keys at home again.Don’t be dumb. You can’t get a loan from the bank if you are laid-off.Children born deaf and dumb can nowadays be taught to speak and lip-read.Martin was born dumb, but he has still managed to get a good job.5. unison n. 一致；齐唱；齐奏in unison acting in the same way at the same time 一致地；一起e.g. The children find it difficult to play their instruments in union.The international community is ready to work in unison against terrorism.6.consist vi. 组成，构成consist of be made up of 由…组成e.g. The book consists of essays written over the last twenty years.The committee consists of scientists and engineers.7. palm n. (1)手掌；掌状物（2）棕榈树vt. 把---藏于手（掌）中palm off to persuade someone to accept sth. because you do not want it and it has no value用欺骗手段把---卖掉e.g. She tried to palm her old car off on me.她设法骗我买下她那辆旧车。
Unit 3 The Generation Gap汇总
2. What was the manager’s response?
better than that.” literally means Father was wise enough not to do something. Actually it does not have this meaning. It means Father was not wise when he meddled with his children’s affairs.) 2. How many times does this sentence occur in the text? What can you infer from the sentence? (=This sentence occurs six times in the text. The children said it satirically to show their disapproval of Father’s meddling with their affairs. )
(=As a young ma father’s feeling, and showed no
interests.)
3. (LL.48~50) “And I assure you that if there are any subjects that need to be addressed, Sean and I will have a man-toman talk.”
Unit 3 The Generation Gap
High School in America
In the United States, high school generally consists of grades 9, 10, 11 and 12, though this may vary slightly by school district. In some areas, high school starts with tenth grade; a few American high schools still cover grades 7 through 12. American students are allowed to leave high school at age 16-18, depending on the state, or when they graduate or go on to college or other education. This schoolleaving age is usually in grade 10 or 11 if the standard curriculum has been followed throughout life, without skipping grades or being held back. Thus, the last two years of high school are not compulsory, but most students complete high school and receive a diploma. A high school diploma is generally required for entrance into a college or university, but many colleges accept a small number of students after the eleventh grade.
Unit 3 The Generation Gap
Unit 3 The Generation GapText B Text Generation Gap: U Ｒ2 OLDThe guidelines of the TV interview & part of the model.(5ms)T assigned the Sts the task of preparing for a TV interview according to Text B U R 2 Old in advance. All the Sts(75) are divided into 15 groups(5 Sts in one). One St serves as the host, another St serves as the reporter interviewing the others, and the rest three serve as children (3 in all), fathers (2) and experts (2) respectively. They are required to compose the interview script cooperatively. Sometimes they must turn those indirect speeches into direct speeches in accordance with the development of the interview. The host and the reporter are responsible for those narrative Paras, such as Paras 5,6,7,8,9,10,12,13,16,17,& 18.They can summarize those Paras in their own words.Part of the modelHost: (after brief introduction) “Now, let’s get into contact with Mr. X X X to learn something about his interviewing.”Host: “Hi! Mr. XＸX, would you please tell us something about your interviewing?”Reporter: “Hi! Host. Yes, Let’s hear what the children will present to us.”(There is a girl named Katie in front of the reporter.)Reporter: “How do you do?”Would you please tell me how you view sending text message by means of cell phone, do you think it will widenthe gap between you and you parents?”Katie: “……………”.The First Two periodsⅠ.class work （10ms）The T first hands out a piece of paper in which there are some questions to each Sts, then asks the Sts to answer those questions according to what really happened to them, and in the end draws a conclusion in terms of the final result.(whether there is a generation gap between the Sts and their parents or not, that depends on the result)class survey:1.How often do you have a chat with your parents?A.Once a weekB. EverydayC. Every two weeksD.At least one month2.By what means do you chat with your parents?A.CallingB. E-mailC. Writing a letterD.Text message3.Have your parents received a phone call for you from the opposite sexof you and kept you at bay?A.Yes.B. No.4.If you want to invite your friends to celebrate your birthday party,how would your parents respond to your request?A.They agree, but you must prepare everything by yourself.B.They don’t want your friends to make a mess at home.C.They would try their best to help you with the preparation work.D.It’s none of their business. All depends on you.5.Did anyone around you break up the relationship from their parentsin the pursuit for true love?A.Yes, there are some.B. Yes, there is a few.C. No.D. Yes, thereare a lot.6.Do you think how parents treat the text messages of their kids? Writeyour opinion in the following blank.7.During the Spring Festival, how did you convey your sentiments toyour friends & relatives?A.CallingB. Sending text messageC. Visit personallyD.Sending an E-mail.8.How do you tackle the problem when you disagree with them?A.Try to persuade them into accepting your idea.B.Keep silent, then go away.C.Argue with them bitterlyD.Obey parents blindly.Ⅱ. Group work (30ms)The T first hands out the slips on which there are six aspects closely related to the scores each one who is to perform will get. One group is asked to perform the TV interview, and others are asked to evaluate the performance of every member of that group in terms of their pronunciation, tone, fluency, coherence and facial expression as well as body languages and to take notes as to some mistakes committed concerning the above six aspects. After the performance is done, those slips are collected.（每组五个同学分别针对台上五位同学打分，既14位同学给一个表演的同学打分。
Unit Three generation gap大学英语第二册第三单元
Difficult Sentences
• 1. Nobody could possibly believe that he isn’t. (L. 8) • [Paraphrase] Everybody believes that he is. • 没人怀疑这一点。 • [解析] 在本句中使用了双重否定的结构，是 为了起到强调的作用。例如： • He will not stop unless he reaches his goal. • 他不达目的誓不罢休。
Unit Three The Generation Gap
• Outline • This comedy focuses on one proud father who tried his best to help his three kids —— Sean, Diane and Heidi, only to find that his efforts were not always welcome. With the change of the three settings, there are three scenes: • (1) Father embarrassed Sean by talking too proudly to the restaurant manager in a fast-food restaurant. • (2) Father embarrassed Diane by persuading a workmate into pressing his son to ask her to the senior prom. And he gave her the surprise in
• A. I wish I knew his address. • B. I wish you had written to him yesterday. • C. I wish he would answer my letter soon.
大学英语-Unit-3-The-Generation-Gap
Children born deaf and dumb can nowadays be taught to speak and lip-read.
He was struck ~ with amazement.
play dumb
in unison
The international community is ready to work in unison against terrorism.
The audience is kept ~ to the very end of the play.
I won't keep you in suspense any longer.Here are the results of the mid-term exam.
9.interrupt
I'm sorry to ~, but you're not really answering my question.
16.welfare
Parents are responsible for the ~ of their children.
5.fade
All color ~s, especially under the impact of direct sunlight.
The sunlight gradually faded.
Her enthusiasm for early-morning exercises ~d as the weather was getting colder and colder.
They watched the mountains fade into the darkness.
fade away 消失
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Unit 3 The Generation GapText AContent Questions1. There are seven characters—Father, Mother, Heidi, Diane, Sean, Restaurant Manager, and Mrs. Higgins.2. No. Because what he does usually ends up embarrassing them.3. To buy a guitar.4. To check if Sean was doing Ok there.5. He knew his father was going to embarrass him..6. It was unnecessary and embarrassing.7. He wanted Dan to pressure his son into asking Diane to the senior prom.8. He would speak to his son and insist that the latter give Diane a call.9. She felt humiliated.10. Because the Thompson has just moved.11. He tried to let her know how exceptionally talented a young woman Heidi was.12. Because she couldn’t bear being embarrassed by her father.Text OrganizationNo. Settings1 A fast-food restaurant2 The Thompson family dining room3 An office at a high school2.Scenes Main IdeasScene One Father embarrassed Sean by talking too proudly to the restaurant Manager.Scene Two Father embarrassed Diane by persuading a work-mate into pressing his son to ask her to the senior prom.Scene Three Father embarrassed Heidi by boasting to an official of her new school about how bright she was.V ocabulary1. Fill in the gaps with words or phrases…1) typical 2) dumb 3) junior 4) glorious 5) welfare 6) came over 7) interference 8) fading 9) narrowed down 10) frank 11) schemes 12) at any rate2. Rewrite each sentence…1) consists of five generals and four police officers.2) will be in a location overlooking the lake.3) was humiliated by her comments about my family background in front of so many people.4) have any proof that it was Henry who stole the computer?5) was exhausted after the long cycle ride.3. Complete the sentences1) hysterical, was handed down by, should have known better than2) twisted, over and over, talented son,3) patience, not to keep him in suspense, assured…repeatedlyII. Collocation1. adequate2. anxious3. certain4. content5. crazy6. likely7. fortunate8. keenIII. Usage1. be admitted2. live3. be postponed4. buy5. be banned6. beComprehensive ExercisesI. Cloze1. Text-related1) typical 2) welfare 3) constant 4) frank 5) talent 6) dumb 7) know better than that 8) repeatedly 9) dread 10) interference 11)bet 12)assure2. Theme-related1. despite2. really3. same4. contact5. admitted6. attempt7. not8. tend 9. different 10. mannerII. Translation1. Translate the Sentences1) Have scientists found proof of water on Mars?2) The planning committee has narrowed down the possible locations for the nuclear power plant to two coastal towns.3) Sam not only lost his job but also both legs; he had to live on welfare for the rest of his life.4) A jury consisting of 12 members voted in unison that Mary was guilty.5) Sean felt humiliated to hear his talent being questioned.2. Translate the passageGeorge, the son of Mr. Johnson, liked listening to heavy metal music in the evenings, which made it hard for other residents in the community to fall asleep. Eventually the exhausted neighbors lost their patience and decided on direct interference. They called Mr. Johnson to tell him in a frank manner what they were thinking. Mr. Johnson assured them that he would certainly settle the issue. As soon as he put down the phone he scolded his son, “What has come over you? You should know better than to disturb others for your own amusement.” In the end Geo rge traded his CDs for computer games software from his classmates.Chinese Translations of Texts A&B第三单元代沟课文A这出喜剧主要写一位为儿女感到自豪的父亲虽做出种种努力帮助子女，不知怎的，其结果却总是令子女尴尬不已。
出于搞笑的目的，故事情节作了极度夸张，但几乎人人都能从中看到自己以及父母的影子。
老爸英明马什?卡萨迪人物：父亲；母亲；海蒂，14岁；黛安，17岁；肖恩，16岁；饭店经’理，20多岁：希金斯场景；快餐店，汤普森家餐厅，一所中学的办公室等幕启；随着灯光亮起，海蒂上，走至舞台右前方。
肖恩与黛安上，走至舞台左前方。
海蒂对观众说话，两人倾听。
海蒂：我老爸是个大好人。
没人会相信他不好。
可是他……唉，他老是干那些蠢事，弄得我们当儿女的到头来无地自容。
瞧，我哥曾一度想买把吉他。
他都积攒了好一阵子钱了。
后来他在这家快餐店找了份活，不错吧?当服务员。
这是?肖恩第一次正经打工，他真的挺开心。
他算计着，再过两三个月，他就能攒够钱买他想要的那把吉他了。
老爸老妈都为他感到骄傲。
晤，是啊，他是大哥，老是要捉弄我。
不过嘛，我也同样为他感到骄傲。
你猜后来怎么了?我都不想说这事，因为：黛安、海蒂：(齐声)老爸英明!(左后方灯光亮起，肖恩打工的快餐店。
有柜台和几张小桌子。
经理站在柜台后面。
父亲进店时，肖恩正忙着擦桌子。
)经理：晚上好，先生，能为您效劳吗?父亲：晚上好。
肖恩：(自言自语)噢，不! (他在一张桌子后蹲下，欲躲过父亲的视线。
)父亲：我找经理。
经理：我就是，先生。
父亲：我是萨姆?汤普森。
我儿子在这儿打工。
经理：哦，您是肖恩的父亲。
父亲：是啊。
知道嘛，这是他第一次打工。
我只想看看他干得怎么样。
经理：噢，不错。
没问题。
肖恩：(双手摊开，掌心向上，自言自语)我干了什么了要受这份罪?倒是告诉我啊?父亲：那么雇用他没错啦?经理：呃，对，我想是的。
肖恩：(仍然自言自语)回家去，老爸。
回家去。
回家去。
父亲：我肯定他是一把干活的好手，可他也跟其他孩子一个样，明白我的意思吗?经理：(不再有兴趣)我怎么知道。
?父亲：他是个好孩子。
你放心，要是有什么问题需要解决的话，我和肖恩会开诚布公谈的。
经理：我看没必要吧……父亲：噢，没事儿。
我为我儿子感到骄傲，我为他深感骄傲。
我只是想让你知道，我将竭尽全力帮助他驶过人生的惊涛骇浪。
肖恩：(站起身，高声喊叫)唉!唉!唉!父亲：儿子，不知道你在这儿。
’肖恩：这是我打工的地方嘛，爸!父亲：那自然。
我是说，刚才没看见你。