This paragraph summarizes the whole reading: Both sides of parents and children seem to gnore what is important in each others worlds. This put them in separate worlds and Important words and expressions T gives one or two examples followed by Ss' practice with more examples 1)... but she hadnt heard from him for a while.(Para. 26) hear from: receive communication The letter was the last the old man heard from his son We havent heard from her for ages 3 After-reading activities 3.2Co Voluntarily or by turns, Ss answer some of the questions in Exercise ll in the textbook 3.3 Further understanding of the theme: generation gap Ss discuss in pairs. Then T invites several Ss to give their opinions on the following questio 1)How is the music you and your parents like differently? 2)What do you think about your wear? 3) What do you do when your mother bugs you? 4) What do you usually argue with your parents about? 5)What signs, if any, of a generation gap exist between you and your parents? 3.4 T guides Ss through the following exercises in the textbook Ss speak out their answers first; T and Ss discuss some common errors 1)Summary(Ex IX bulary(Ex Ill, IV 3)Structure(Ex. VI) 4)Translation(VIl) 3.5 Structured Writing 1)T calls Ss attention to the time sequence in writing: To describe something according to the order of time is especially common with narrative writing 2)Ss go through the text again and try to find out how the presentation of details clearly follows the progress of (The radio clicked on, a reminder of time. it was 6: 15 A M, time for getting up. After a couple of events, and after her shower, the conversation went on and something more happened. Then suddenly she looked at the clock again; it was late, still a strong ndication of the time passing. And at last, she ran to catch the school bus, the time marker is expressed through the action of leaving. 3)Ss write a short paragraph within ten minutes. Follow the way the writer presents a1-2 5 This paragraph summarizes the whole reading: Both sides of parents and children seem to ignore what is important in each other’s worlds. This put them in separate worlds and creates the generation gap. Important words and expressions T gives one or two examples followed by Ss’ practice with more examples 1) … but she hadn’t heard from him for a while. (Para. 26) hear from: receive communication The letter was the last the old man heard from his son. We haven’t heard from her for ages. 3 After-reading Activities 3.2 Comprehension of the Text Voluntarily or by turns, Ss answer some of the questions in Exercise II in the textbook 3.3 Further understanding of the theme: generation gap Ss discuss in pairs. Then T invites several Ss to give their opinions on the following questions: 1) How is the music you and your parents like differently? 2) What do you think about your wear? 3) What do you do when your mother bugs you? 4) What do you usually argue with your parents about? 5) What signs, if any, of a generation gap exist between you and your parents? 3.4 T guides Ss through the following exercises in the textbook. Ss speak out their answers first; T and Ss discuss some common errors 1) Summary (Ex. IX) 2) Vocabulary (Ex. III, IV) 3) Structure (Ex. VI) 4) Translation (VII) 3.5 Structured Writing 1) T calls Ss’ attention to the time sequence in writing: To describe something according to the order of time is especially common with narrative writing. 2) Ss go through the text again and try to find out how the presentation of details clearly follows the progress of time. (The radio clicked on, a reminder of time. it was 6:15 A.M., time for getting up. After a couple of events, and after her shower, the conversation went on and something more happened. Then suddenly she looked at the clock again; it was late, still a strong indication of the time passing. And at last, she ran to catch the school bus, the time marker is expressed through the action of leaving.) 3) Ss write a short paragraph within ten minutes. Follow the way the writer presents a