Wew Horizon CollegeEnglish Department of Foreign Languages XI'an Shiyou University
Department of Foreign Languages Xi’an Shiyou University New Horizon College English Book Ⅰ
Unit 2 Section A A Busy Weekday Morning
Unit 2 Section A A Busy Weekday Morning
Contents I Background Information l. Pre-reading Activities Il. Text Analysis- Structure IV Intensive reading V Writing skill VI Exercises
Contents I. Background Information II. Pre-reading Activities III. Text Analysis– Structure IV. Intensive reading V. Writing skill VI. Exercises
I Background Information 1. Green Waves is a fictional name for a musical group made up by the writer for use in this story. 2. French Lilac Blue is a fictional name for eye liner make-up made up by the writer for use in this story. 3. A generation gap is a popular term used to describe wide differences in cultural norms between members of a younger generation and their elders. This can be defined as occurring when older and younger people do not understand each other because of their different experiences, opinions, habits and behavior
I. Background Information 1. Green Waves is a fictional name for a musical group made up by the writer for use in this story. 2. French Lilac Blue is a fictional name for eyeliner make-up made up by the writer for use in this story. 3. A generation gap is a popular term used to describe wide differences in cultural norms between members of a younger generation and their elders. This can be defined as occurring "when older and younger people do not understand each other because of their different experiences, opinions, habits and behavior
Pre-reading Activities Listen to the short passage twice and answer questions Q1. What are some of the things you think the daughter and her parents might have different ideas about? o Reference key: music clothes/value/ make-up Q2. How can the older and younger generation have real communication with and understand each other? o Reference key: If a person has a loving heart and consideration and try to think about everything from the view of the opposite, then we can make it
II. Pre-reading Activities Listen to the short passage twice and answer questions Q1. What are some of the things you think the daughter and her parents might have different ideas about? v Reference key: music / clothes/value/ make-up Q2. How can the older and younger generation have real communication with and understand each other? v Reference key: If a person has a loving heart and consideration and try to think about everything from the view of the opposite ,then we can make it
Script You are about to read an early morning exchange between a daughter and her parents You will find how they think about the same things very differently. You will also hear how they miss connecting with or understanding each other. It is as if they are blind to what is important in each other's worlds. This puts them in separate worlds and creates the gap between the older and the younger generation Back
Script You are about to read an early morning exchange between a daughter and her parents. You will find how they think about the same things very differently. You will also hear how they miss connecting with or understanding each other. It is as if they are blind to what is important in each other’s worlds. This puts them in separate worlds and creates the gap between the older and the younger generation. Back
ll. Text Analysis-- Structure o Part 1( Paras. 1-4): The talk between Sandy and her father o Part 2( Paras. 5-7): Morning washing oo Part 3( Paras. 8-25): The conversation between Sandy and her mother o Part 4 (Para. 26): The uncomfortable feeling of Sandy Back
III. Text Analysis-- Structure v Part 1 ( Paras. 1-4): The talk between Sandy and her father. v Part 2 ( Paras. 5-7): Morning washing v Part 3 ( Paras. 8-25 ): The conversation between Sandy and her mother. v Part 4 (Para. 26): The uncomfortable feeling of Sandy. v Back
V Intensive reading Part 1( Paras. 1-4) Q1: Who woke up Sandy? Rock music woke Sandy up(para.1) Q2: Why did Mr. Finch shout at his daughter? He didn't like the music his daughter listened to.He thought it was a horrible stuff. (para. 2) Q3: Did Sandy agree with her father? Why? No, because she thought the music had a really powerful message. (para. 3)
IV. Intensive reading Part 1 ( Paras. 1-4): Q1: Who woke up Sandy? Rock music woke Sandy up (para.1) Q2:Why did Mr. Finch shout at his daughter? He didn’t like the music his daughter listened to.He thought it was a horrible stuff. (para.2) Q3:Did Sandy agree with her father? Why? No, because she thought the music had a really powerful message.(para.3)
T. The radio clicked on, Rock music blasted forth, Like a shot, the music woke Sandy.(para1) Meaning: As soon as the radio started with a short, sharp sound, rock music began loudly. click:(1)v. make a short, sharp sound发出“卡塔”的轻微 响声 e.g. The key clicked in the lock. 钥匙在锁里“咔嗒”响了一声。 (2)n. a short, sharp sound卡塔声 e.g. The door closed with a click. 门]“咔嗒”一声关了。 Like a shot [idiom] very quickly
1. The radio clicked on. Rock music blasted forth. Like a shot, the music woke Sandy. (para1) Meaning: As soon as the radio started with a short, sharp sound, rock music began loudly. click: (1) v. make a short, sharp sound发出“卡塔”的轻微 响声 e.g. The key clicked in the lock. 钥匙在锁里 “咔嗒” 响了一声。 (2) n. a short, sharp sound 卡塔声 e.g.The door closed with a click. 门 “咔嗒”一声关了。 Like a shot : [idiom] very quickly
bast:① v, make a sudden,发出猛烈响声 o e.g. She was so angry that she blasted him with insults and loudly mentioned all his faults 令她气愤之极,恶声恶气地辱骂他,并大声把他的短 处数落殆尽。 冷②. break up by explosion爆破 oe.g. They blasted a hole in the wall so that they could get through 他们在墙上炸了一个洞以进入屋内
v blast: ①.v. make a sudden, 发出猛烈响声 v e.g. She was so angry that she blasted him with insults and loudly mentioned all his faults. v 她气愤之极，恶声恶气地辱骂他，并大声把他的短 处数落殆尽。 v ②. break up by explosion爆破 v e.g. They blasted a hole in the wall so that they could get through. v 他们在墙上炸了一个洞以进入屋内。