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Unit 3 Generation Gap. Objective 1. 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; 2. appreciate the basic elements of a play;
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Unit 3 Generation Gap • Objective • 1. 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; • 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.
Part One Major components of a play: • characters, settings, stage directions, language, conflicts, climax, and theme. • Characters in this play. • P67 • Setting: • p78 • This play comprises 3 settings
- 1. A fast-food restaurant • – 2. The Thompson family dining room • – 3. An office at a high school • – Scene One. • Father embarrassed Sean by talking too proudly to the restaurant Manager. • Characters: Heidi father manager Sean
– Scene Two. • Father embarrassed Diane by persuading a work-mate into pressing his son to ask her to the senior prom. • Character: father mother Sean Diane Heidi
Scene Three. Father embarrassed Heidi by boasting to an official of her new school about how bright she was. Characters: Father Mrs. Higgins Heidi
Direction in the bracket • Functions of stage directions: • (1) set up stage properties in the proper place; • (2) indicate a change in setting; • (3) direct actors’ movement, gesture, facial expression, tone of voice, ect.
wStage: • up Left Up Right • Stage Left center Stage Stage Right • Down Left down Right • Audience • w
address vt. 1. to direct speech or writing to 向…讲话 e.g. The teacher might suddenly address individual students at random. The Education Secretary had to address to a hostile crowd of teachers. 教育大臣不得不对一群持敌对态度的教师讲话
Know better than (that/ to do sth.) • You ought to know better than to trust her. • Keep /leave sb. in suspense • be short with sb. • Exhausted a. • What will we do, now that we’ve exhausted oil?
After exhausting all her ready excuses, she could think of nothing else to say. • Humiliate v. • Interfere with sb.
Language in the play: • Stylistic differences between speech and writing: • (read Heidi’s speech at the beginning of the play, then re-create Heidi’s words into a complete and grammatical paragraph.)
Conflicts: • Conflicts can be defined as the essence of a play, a clash of actions, ideas, desires or wills. It may happen in three forms: • 1) Man against man. • 2) Man against environment. • 3) Man against himself. • Please find out the form of conflict? • Climax: • When a conflict develops to the most intensified point, it become a climax.
Main idea: • good intention does gain the equivalent reward • wgood intention is unwelcome. Part three In class activity • A.. Role play: act out the play in English. You can choose part (one setting ) of a play to perform. • B. Discussion: What do you think causes the generation gap?
Part Four In class assignments • spot dictation (7个单词, 3个句子) • sentence translation into English (新四级考试题型) • para. error correction (新四级考试题型)
Spot dictation: • We often hear people talking about the generation gap. The term is new, but the gap is as (1)_____as men . By “generation gap” we mean that young people and their parents don’t(2)_________each other and that different generations have different and even conflicting (3) _______. old understand values
Old Mi. Ellis thinks he understands what has happened: “ When I was a boy, I thought the world was a beautiful (4) ____. My life was very pleasant. But when I was older, I learned about people who were treated badly, people who didn’t have enough to eat. I wanted to help them, and I married a girl who wanted to help them too. We went to meetings and talked a lot, but it didn’t seem to make much (5)__________ place difference
“ Our children grew up in a world at war, they didn’t know the fighting would stop. (6) • _______________________________. They don’t’ want to think about the future. They thought nothing could be done about it.” • “ ______________________________. • They are trying to make the world better. ______________________________________. • ___________I am proud of their generation.” They wanted their children to have nice clothes and toys Now I have grandchildren, and they have their own ideas They are trying to help other people and making people Listen to them
Key: • 1. old 2. understand 3. values 4. place • 5. difference 6. They wanted their children to have nice clothes and toys. They don’t want to think about the future. • 7. Now I have grandchildren, and they have their own ideas. • 8. They are trying to help other people and making people listen to them.
Error correction • There is one error in each of the following sentences. Point it out and correct it. • 1.You can have (a) what allowance you (b) like, and live (c) wherever you (d) choose. 2. You (a) should know better (b) than (c) revealing the truth on (d) such an occasion 3.(a) That would (b) permit 700,00 French citizens (c) living overseas to vote in (d) wherever district they choose.
4. (a) How hard he (b) tries, he never (c) seems to do the work (d) satisfactorily. • 5. He knew the files (a) could be of (b) help to (c) who took (d) over the job. • Key: • 1. a whatever 2. c to reveal 3. d whichever • 4.a however 5. c whoever
Translating the following sentences into English, using the words and phrases give in brackets. • 1.别插嘴，我正有事跟你说 interrupt • 2。总的来说，我是不肯把自己的老爸跟别人的老爸换的。Trade …for • 3。不要买关子 • 4。她发现自己回家度假的愿望越来越越迫切。Look forward to