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Unit 2

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Unit 2

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  1. Unit 2 Generation Gap

  2. Listening and speaking: • Listen to the passage, and try to understand the main idea of it.

  3. Edward: Chief Swan. I want to formally introduce myself. I'm Edward Cullen. • Charlie: Hi, Edward. • Edward: Bella won't be out too late tonight. She's just gonna pIay baseball with my family. • Charlie: Baseball? • Edward: Yes, sir, that's the pIan. • Charlie: Bella's gonna pIay baseball. Well, good luck with that. • Edward: I'll take good care of her. I promise. • Charlie: Hey. Still got that pepper spray? • Bella: Yeah, Dad. • Bella: And since when do vampires like baseball? • Edward: Well, it's the American pastime, and there's a thunderstorm coming. It's the only time we can pIay. You'll see why.

  4. Do you have ever difficulty talking to your parents? • Young people and their parents usually fail in their attempts to communicate with each other. As a result, their two different worlds can move in separate directions or collide head-on. This is what is known as “generation gap”. the differences between people of a younger generation and their elders, especially between a child and his or her parent's generation.

  5. Is there a generation gap between you and your parents? • Can you list any of it? Please have a try. dressing; interests and hobbies; …

  6. What can be done about this problem? • The best solution is for both sides to practice better listening skills. Hearing what has been said and actually listening are entirely different matters. Listening means making the effort to truly understand and connect with what someone else is trying to say, and it is the key to effective communication. • Do your parents express deep concern about this?

  7. Section ADeep Concern

  8. New words • concern • n. • ~ about/for/over sth/sb; ~ that… • 1) [U] a feeling of worry 担心;忧虑 • The doctor expresses serious concernabout her health. • Following the accident there is growing concernover the safety of bus travel. • 2) [C] sth that makes sb worried 关心的事;担心的事 • His main concern is to be able to provide money for his family. • Your private life is not my concern. • ~ is none of one’s concern: …与…无关 continue

  9. continue • concern • vt. • 1) make sb feel worried 使担心;使忧虑 • It isn’t your problem-don’t concernyourself with it.(不必操心) • What concerns me most is our lack of preparation for the change. • 2) (=be concerned with sth) be about sth 涉及,与…有关系 • The movie is concerned with Sam’s efforts to bring his daughter up. • This matter concerns all of us.

  10. click • v. • make a short, sharp sound 发出咔嗒声;点击 • The radio clicked on. • The door clicked shut. • click one’s figures/tongue • click on sth (用鼠标)点击: • To run a window, just double-click on the icon(图标). • n. • a short, sharp sound 咔嗒声 • The door closed with a click.

  11. blast • vi.~ out(sth); • produce a lot of noise, especially music 发出响亮的声音(尤指音乐);轰鸣 • blast forth: …响起来(forth: out; forward 出来;向外) • blast off (航天器)离地升空,发射 • Music suddenly blastedout from the speaker. • The radio blasted out rock music at full volume. • vt.break up by explosion 爆破 • Slowly they blasted a path through the mountains. • Danger! Blasting in progress! 危险!爆破进行中! • n. • [C] an explosion 爆炸 • a bomb blast

  12. burst • vi. (burst, burst) • move somewhere suddenly or quickly, esp. into or out of a place 冲,闯 • ~ into/through sp 突然闯入/冲进 • Don’t burstinto my bedroom before knocking! • The children burst into the room for toys. • ~ into sth 突然…起来 • The audienceburst into applause/ song/ tears/ flames • ~out laughing/crying 突然大笑/大哭

  13. horrible • adj. • 1) ( esp. spoken) very bad or unpleasant 糟糕的;使人不愉快的 • horrible weather/shoes/dress • The coffee tasted horrible. • We had a horrible day in London. • 2) shocking or frightening 可怕的;令人恐怖的 • a horrible crime/nightmare/accident • n.horror: ~ movie/story

  14. stuff • n. • sth that one does not know the correct name东西 • What’s that stuff you are going to drink? • The dress was made of silky stuff. • vt. • ~ sth into/in sp; ~ sp with sth • push sth into a space 填;塞 • She stuffed two more sweaters into her bag. • All the drawers were stuffedwith letters and papers.

  15. rhythm节奏,韵律 • lyric 歌词 (usually pl.:lyrics) • melody旋律,曲调 • grab • vt. • take sth suddenly or roughly 抓住,夺得 • ~ sth from sb 从…抢过/得到… • Jim grabbed a cake from the plate. • ~hold of sth 抓住 • Kay grabbed hold of my arm to stop herself falling.

  16. thorough adj. 全面的,彻底的 • carry out a thorough investigation • give sb a thorough check-up • adv.thoroughly 完全地,彻底地 • makeup n.[U] 化妆品;化妆 • She never wears makeup. • make up: 编造;弥补;化妆 • Please make up the lessons you have missed. • Nothing can make upfor the lost time.

  17. toast • n. • 1) [U] 烤面包,吐司 a piece of ~; two slices of ~ • 2)[C] 祝酒,干杯 • propose a toast tosb 提议为…干杯(=ask people to drink a toast) • vt. • hold up one’s glass and wish sb success, happiness, luck etc. 祝酒,干杯 • We toasted our success with champagne (/ʃæm'pein/).

  18. disgusting • adj. • very unpleasant 令人厌恶的,令人反感的 • disgusted:厌恶的 • be ~ with sth: 对…厌恶,讨厌 • bug • n.小虫子 • vt.(informal)bother; annoy; trouble打扰;使烦恼 • It really bugs me when the car behind me drives too close. • Stop bugging me! 别烦我了!

  19. eyeliner[C] 描眼膏;眼线笔 • tattoo n. & v.纹身 • pierce • vt. make a hole 穿孔,打眼 • have one’s ears/nose pierced给耳朵/鼻子打孔 • pierce a hole in sp:在…打一个孔 • n.piercing [C] a hole made through part of one’s body to wear jewelry 刺穿的孔 (耳洞,鼻洞)

  20. bolt • vi. move fast or run away suddenly 奔;窜 • The boy picked up his bag and boltedout of the house. • n. 螺栓;弩箭

  21. upset • adj.不适的;心烦的;苦恼的 • be ~ about sth; ~ that… • Sandy’s music made her father upset. • vt.使心烦;使苦恼‘;使不适 • sb/sth ~ sb • I’m sorry. I didn’t mean to upset you. • This decision is likely to upset a lot of people.

  22. awful • adj. • very bad or unpleasant; terrible 糟糕的;可怕的 • We had an awful holiday, because the H1N1 flu kept us inside every day. • It was awful to see him in such pain. • tune • n. [C] 曲调;旋律 • in tune: 合调; out of tune:走调 • He cannot sing in tune. • tuneless: 不成调的;不悦耳的

  23. offensive • 1) very unpleasant 极讨厌的,令人作呕的 • He did something offensive to annoy her. • 2) for attacking 攻击性的 • That country developed lots of offensive guns.

  24. appeal • vi. • 1) please; attract; interest 使喜欢;吸引 • sth ~ to sb • Does the idea of working abroad appeal to you? • Blue and red appealto me. What colors do you like? • 2) make a strong request for help, support, etc. 恳求;呼吁 • The government is appealing everyone to save water. • They are appealing forfunds to build a new church.

  25. rid • adj. • 摆脱…的 • get ~ of :摆脱,除去; 丢弃,扔掉 • These pills will help you get rid of your cold. Please take them. • There are too many flies in the dining room. We should think of a way to get rid of them. • vt.(rid, rid) • 使摆脱,使去掉 (~ sth/sb of sth) • A huge vaccination program rid the world of smallpox.

  26. influence • n. • [C,U] an effect on sb or sth 影响;作用 • Television has a strong influenceon people. • vt. • have an effect on sb or sth 影响 • I don’t want to influence his decision. So I made no comment about it. • Her style of painting was influenced by her father.

  27. anchor • n. • 1) sb or sth that provides support and a feeling of safety 依靠,靠山 • 2) [C] 锚 • weigh ~:起锚 • drop ~:抛锚停航 • identity • who or what a person or thing is 身份;本体 • ID card: identity card 身份证 • The murder had to hide his identity to escape the police.

  28. (Jake and Henry are friends.) • —Hello. • — Hello. • — That you, Jake. • — It doesn’t sound like Jake. • — Well, this is Jake speaking all right. • — Are you sure this is Jake? • — Sure this is Jake. • — Well, listen, Jake. This is Henry. Lend me fifty dollars. • — All right. I’ll tell him when he comes in.

  29. Text Pre-reading Activities Text structure Analyses Language Points

  30. Pre-reading Activities • 1. Lead-in Activity • Have you ever had any unpleasant experience with your parents? What did you want to say to your parents soon after? (10 minutes group work or pair work)

  31. 2. Summary-ListeningActivity • Listen to a passage about an exchange between a daughter and her parents twice and then try to answer the following questions: • 1) what happens to the daughter and her parents one morning? • Answer: They have an early morning exchange. • 2) What creates the gap between the older and the younger generations? • Answer: They misunderstand each other and seem to be blind to what is important in each other’s lives. This creates the so-called gap. • 3) Give some other reasons for a generation gap. (Open question)

  32. Listening script • You are about to read an early morning exchange between a daughter and her parents. From the exchange, you will find that they think about the same things in very different ways. You will also find how they misunderstand each other. They seem to be blind to what is important in each other’s worlds. This creates the so-called gap between the older and the younger generations. Yet, from another point of view, the exchange also shows the parents’ deep concern for their daughter, who doesn’t seem to know it.

  33. Text Structure Analyses • 1. Paragraph Division: • Part one(Para1-20): • an early morning exchange between Sandy and her parents: • (1) an early morning exchange between Sandy and her father (Paras1-4) • (2) Sandy took a shower.(para 5) • (3) an early morning exchange between Sandy and her mother (Paras 6-20) • Part two (Para21-29): • deep concern of her parents for Sandy • (1) talking between her parents (Paras 21-28) • (2) Jane’s thinking about how to talk with Sandy (Para29)

  34. 2. Paragraph Structure Analysis • Paragraph of sequenced order of events: • Sequenced order of events refers to describe a series of actions according to the time when they happened.

  35. Language Points • Para1-4:an early morning exchange between Sandy and her father: • Try to answer the following questions after your reading: • 1. What woke Sandy up? • 2. Try to underscore the events that happened in 6:15 A.M? • 3. Why did Mr. Finch shout at his daughter? • 4. Did Sandy agree with her father’s comment on the music? Why or why not?

  36. Language point 1: • Sandy sang along with the words as she lay listeningto her favorite radio station. • (IDM) along with: together with; in the same way as sb/sth • I’ll goalong with you no matter where you travel. • He came into the classroomalong with the teacher. • She lost her job when the factory closed, along with hundreds of others. • lie 躺,卧 (lie, lay lain) • lie doing sth

  37. as: • at the same time, used to introduce an action happening at the same time as another action • A policeman fired at a thief as the thief was bolting out of the house. • Or: As the thief was bolting out of the house, a policeman fired at him. Exercises P36

  38. Language point 2: • It’s the same thing over and over. • over and over = over and over again • again and again; repeatedly • I’ve told you over and over not to do that. You didn’t listen. Now you are getting into trouble. It serves you right! • He keptsaying the same thing over and over again.

  39. Language point 3: • Sandy reached for the radio to turn it up louder. • reach for : move one’s hand or arm to touch or hold sth 伸手去摸;伸手去拿 • He reached for the remote control and press the “play” button. • The little boy reached for candy but it’s beyond his reach.

  40. Language point 4: • I can’t stand it. • stand: endure; bear 忍受; 容忍 • I can’t stand the sight of blood. • He can stand more pain than anyone else I know. • I can’t stand his brother. • She couldn’t stand being kept waiting.

  41. Para 5-6: • (1)(Para 1-4):an early morning exchange between Sandy and her father • Para5: a transitional paragraph • (2)(Para 6-20):an early morning exchange between Sandy and her mother • Try to answer the following questions after your reading: • 1. Can you guess what role paragraph 5 plays? • 2. Can you find the time markers in paragraph 6? According to the time markers, underscore the events that happened.

  42. Language point 5: • Then she grabbed the soap and washed thoroughly, including her hair. • grab the opportunity (to do sth): • He grabbed the opportunity of a free trip to America. • thoroughly: carefully and completely • We thoroughly enjoyed your party. • After a hard day’s exams I feel thoroughly exhausted.

  43. Language point 6: • As usual, she didn’t know what to have for breakfast., so she grabbed a glass of milk and ate a piece of toast whilestanding by the sink. • as usual: in the way that happens most of the time • She had little for breakfast, as usual. • He had a big breakfast, as usual. • As usual, he arrived first. continue

  44. …she grabbed a glass of milk and ate a piece of toast whilestanding by the sink. • while + V-ing =while +clause • He banged on the door while opening it. • == He banged on the door while he opened it. • The schoolmaster shot an angry glance at the naughty first grader while talking with his parents. • == The schoolmaster shot an angry glance at the naughty first grader while he was talking with his parents. Exercises Page 37

  45. Para 7-20: an early morning exchange between Sandy and her mother • Try to answer the following question after your reading: • At the end of the dialogue, Mrs. Finch said to her daughter, “Sandy Finch, you’re too young to wear that much makeup,” why did she call her daughter by her full name?

  46. Language point 6: • Why don’t you sit down and eat your breakfast? It isn’t healthy to eat standing up? • Why don’t you …?:used to offer suggestions • Language point 7: • I’ll brush my teeth when I’m done. • be done: finishing doing sth • When you are done, give us a call. • He is done with politics and moving to the country to become a farmer.

  47. Language point 8: • Sandy Finch, you are too young to wear that much makeup. • that: adv (informal) so; to such a degree • I didn’t know you cared that much. • I like her but not that much. • Compare: • this: adv (informal) so; to this extent • You can’t have this much for breakfast. • I’ve never been out this late before.

  48. Para 21-28:an early morning exchange between Sandy’s father and mother • Try to answer the following questions after your reading: • 1. What did Jane mean when she said “We should probably feel lucky that make up is our biggest concern with her”? • She meant that Sandy’s way of expressing her identity is not a big problem compared to the problems of other teenagers. • 2. Who seems to understand Sandy better, Jane or Steve?

  49. Language point 9: • After Sandy had left for school, Jane Finch sat down in peace and quiet to drink her coffee. • in peace and quiet: calmly; in a peaceful statep平静地 • Please let me get on with my work in peace and quiet. • He asked me to leave him in peace and quiet.