《大學英語2理工類》課程教學大綱課程名稱（中文/英文）：大學英語2/NewCollegeEnglish2課程類別：通識必修課課程性質：必修/學位課 適用專業(yè)：全校理工類學時數(shù)：64 其中，實驗/上機學時：0學分數(shù)：15 考核方式：考試預修課程：全新版大學英語1教學參考書：吳曉真編.全新版大學英語綜合教程教師手冊.上海外語教育出版社.2010年4月.開課單位：外國語學院大學英語第一教研室、第二教研室課程簡介：大學英語教學是高等教育的一個有機組成部分，大學英語課程是大學生的一門必修的基礎課程。大學英語教學是以英語語言知識與應用技能、學習策略和跨文化交際為主要內容，以外語教學理論為指導，并集多種教學模式和教學手段為一體的教學體系。本門課程對學生知識、能力和素質的培養(yǎng)目標：大學英語的教學目標是培養(yǎng)學生英語綜合應用能力，特別是聽說能力，使他們在今后工作和社會交往中能用英語有效地進行口頭和書面的信息交流，同時增強其自主學習能力、提高綜合文化素養(yǎng)，以適應我國經濟發(fā)展和國際交流的需要。大學英語教學要求：大學階段的英語教學要求分為三個層次，即一般要求、較高要求和更高要求。一般要求的英語能力要求如下：聽力理解能力：能聽懂英語授課，能聽懂日常英語談話和一般性題材講座，能基本聽懂英語國家慢速英語節(jié)目，語速為每分鐘130詞左右，能掌握其中心大意，抓住要點。能運用基本的聽力技巧幫助理解。口語表達能力：能在學習過程中用英語交流，并能就某一主題進行討論。能就日常話題和來自講英語國家的人士進行交談。能就所熟悉的話題經準備后作簡短發(fā)言，表達比較清楚，語音、語調基本正確。能在交談中使用基本的會話策略。閱讀理解能力：能夠基本讀懂一般性題材的英文文章，閱讀速度達到每分鐘70詞，在快速閱讀篇幅較長、難度略低的材料時，閱讀速度達到每分鐘100詞，能基本讀懂國內英文報刊，掌握中心意思，理解主要事實和有關細節(jié)。能讀懂工作、生活中常見的應用文體的材料。能在閱讀中使用有效的閱讀方法。書面表達能力：能用常見的應用文體完成一般的寫作任務，能描述個人經歷、事件、觀感、情感等，能就一般性話題或提綱在半小時內寫出120詞的短文，內容基本完整、用詞恰當，語篇連貫。能在一般或應用寫作中使用恰當?shù)膶懽骷寄?。翻譯能力：能借助詞典對題材熟悉的文章進行英漢互譯，英漢譯速為每小時300英語單詞，漢英譯速為每小時250個漢字。譯文基本流暢，能在翻譯時使用適當?shù)姆g技巧。推薦詞匯量：掌握的總詞匯量應達到4500個單詞和700個詞組，其中2000個單詞為積極詞匯，即要求學生能夠在認知的基礎上學會熟練運用，包括在口頭表達以及書面表達兩個方面。較高要求的英語能力要求如下：聽力理解能力：能夠基本聽懂來自英語國家人士的談話和講座，能聽懂題材熟悉、篇幅較長的國內英語廣播或電視節(jié)目，語速為每分鐘150詞左右。能基本聽懂外國專家用英語講授的專業(yè)課程。能掌握其中心大意，抓住要點。口語表達能力：能夠和來自英語國家的人士進行比較流利的會話，較好地掌握會話策略，能基本表達個人意見、情感、觀點等，能基本陳述事實、事件、理由等，表達思想清楚，語音、語調基本正確。閱讀理解能力：能基本閱讀英語國家報刊雜志的一般性題材的文章，閱讀速度為每分鐘80詞，在快速閱讀篇幅較長的材料時，閱讀速度達到每分鐘120詞，能就閱讀材料進行略讀或尋讀。能夠基本讀懂自己專業(yè)方面的綜述性文獻，并能正確理解中心大意，抓住主要事實和有關細節(jié)。書面表達能力：能寫日常應用文，能寫自己專業(yè)論文的英語摘要，能借助參考資料寫出與專業(yè)相關、結構基本清晰、內容較為豐富的報告和論文，能描寫各種圖表，能就一定的話題在半小時內寫出160詞的短文，內容完整，條理清楚，文理通順。翻譯能力：能借助詞典翻譯一般英美報刊上題材熟悉的文章，能摘譯所學專業(yè)的英語科普文章，并能撰寫所學專業(yè)的英語小論文。英漢譯速為每小時350英語單詞，漢英譯速為300個漢字。譯文基本通順、達意，無重大語言錯誤。推薦詞匯量：掌握的總詞匯量應達到5500個單詞和1200個詞組，其中2500個單詞為積極詞匯（見附件3：《課程要求》積極詞匯表）。更高要求的英語能力要求如下：聽力理解能力：能聽懂內容稍長的對話、短文等，并在其結構較為復雜、觀點較為隱含時也能理解要點。能基本聽懂英語國家的廣播電視節(jié)目。能聽懂自己專業(yè)方面的講座，并掌握其中心大意，抓住要點?？谡Z表達能力：能就一般或專業(yè)性的話題較為流利、準確地進行對話或討論，能用簡練的語言概括較長、語言稍難的文本或講話，能在國際會議和專業(yè)交流中宣讀論文并參加討論。閱讀理解能力：能讀懂有一定難度的文章，理解其意義，借助詞典能閱讀英語原版書籍和英語國家報刊雜志上的文章。能比較順利地閱讀自己專業(yè)有關的綜述性文獻。書面表達能力：能就一般性主題比較自如地表達個人的觀點，做到文章結構清晰、內容豐富、邏輯性強。能用英語撰寫所學專業(yè)的技術報告、論文。能在半小時內寫出200詞的說明文或議論文，內容完整，文理通順，思想表達清楚。翻譯能力：能借助詞典翻譯英美報刊上有一定難度的科普、文化、評論等文章，能翻譯反映中國國情或文化介紹性的文章。英漢譯速為每小時400英語單詞，漢英譯速為每小時350個漢字，譯文內容準確，基本無誤譯現(xiàn)象，文字通順、達意，語言錯誤較少。推薦詞匯量：掌握的總詞匯量應達到6500個單詞和1700個詞組，其中3000個單詞為積極詞匯（見附件3：《課程要求》積極詞匯表）。一、內容和要求（一）設計題目（題目不能少于兩個）Unit1 WaysofLearningUnit2 ValuesUnit3 TheGenerationGapUnit4 TheVirtualWorldUnit5 OvercomingobstaclesUnit6 Women,HalftheSkyUnit7 LearningaboutEnglishUnit8 ProtectingourEnvironment（二）設計內容Unit1 WaysofLearningⅠ．SuggestedTeachingPlanStudentswillbeableto:graspthemainidea(thatitwouldbeidealifwecanstrikeabalancebetweentheChineseandtheWesternlearningstyles)andstructureofthetext(introductionoftopicbyananecdoteelaborationbycomparisonandcontrast-conclusionbyasuggestion);appreciatethedifferencebetweencomparisonandcontrast,aswellasdifferentwaystocompareandcontrast(point-by-pointmethodorone-side-at-a-timemethod);masterthekeylanguagepointsandgrammaticalstructuresinthetext;conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.1．TasksSsthefollowingquestions.ThefirstisbasedonthesongTeachYourChildren:Accordingtothesong,whoshouldteachwhom?Islearningaone-waystreet?(Parentsandchildrenshouldteacheachotherandlearnfromeachother.Learningisatwo-wayinteraction.)Canyouguesswhatthethemeofthisunit,waysoflearning,refersto?(Differentpeoplehavedifferentlearningstyles.)While-readingWhile-reading1．SkimmingSsskimParas1-5andbereadytoanswerthefollowingquestions:Whereandwhendidtheincidenttakeplace?(JinlingHotelinNanjing,spring1987)Whoarethemaincharactersinthisincident?(author,hiswifeEllen,theirsonBenjamin,hotelstaff)WhatistheattitudeoftheauthorandhiswifetowardBenjamin’seffortsininsertingthekeyintotheslot?(Theylethimexploreandenjoyhimself.)WhatistheattitudeofthehotelstafftowardBenjamin’sefforts?(Theyheldhishandandtaughthimhowtoinsertthekeycorrectly.)TaskssomeSpairstoreporttotheclass,oneaskingtheabovequestionsandtheotherprovidingtheanswers.TtellsSsthattherearemanywaysofintroducingatopic.SswilldecidewhichwayisadoptedbyHowardGardner.2．TexplainslanguagepointsfromPara1toPara5,andgivesSspractice.3．TguidesSsthroughthedirectionsforTextOrganizationExercise2andWritingStrategy.ThenSsscanthefirstsentenceofbothPara6andPara7,anddecidewhatmethodofcomparisonandcontrastisusedhere(one-side-at-a-timemethod).4．TexplainslanguagepointsfromPara6toPara10,andgivesSspractice.SssumupthecontrastbetweenChineseandWesternwaystolearntofulfilatask(theChineseshowachildhowtodosomething,orteachbyholdinghishand;Westernersteachachildtorelyonhimselfforsolutionstoproblems).5．SsseanfromPara11toPara13,thenanswerthefollowingquestions:Canyoufindwordslike“Chinese”and“Westerner”or“American”or“theWest”ineachparagraph?(yes)Whatmethodofcomparisonandcontrastisusedhere?(point-by-pointmethod)6．TexplainslanguagepointsintheseparagraphsandgivesSspractice.7．SssumupthecontrastbetweentheChineseandtheWesternattitudestowardcreativityandbasicskills.(TheChinesegiveprioritytodevelopingskillsatanearlyage,believingthatcreativitycanbepromotedovertime;Westernersputmoreemphasisonfosteringcreativityinyoungchildren,thinkingthatskillscanbepickeduplater.)8．TexplainslanguagepointsinPara14andgivesSspractice.9．TtellsSsthattherearemanywaysofconcludinganessay.Ssdecidewhichwayisusedinthisessay.Post-readingPost-readingfirst.1．Debate:Shouldwedevelopchildren’screativityfirstortraintheminbasicskillsfirst?Ssdivideintotwogroups,onetakingthesideofcreativityfirst,anothertakingthesideofbasicskillsIneachgroup,Ssfurtherdivideintosmallergroupsofthreetofour,brainstormingarguments\examples\statistics\quotes\etc.insupportoftheirviewpoint,aswellasthosethatcouldbeusedtorefutetheotherside.Debatebegins,withTactingasmoderator.2．TguidesSsthroughseveralafter-textexercises.3．TchecksonSs’homereading(TextB).4．SsdoPartIV:Theme-RelatedLanguageLearningTasks.(1period)5．TasksSstopreparethenextunit:(1)dothepre-readingtask;(2)previewTextA.Ⅱ.TextAnalysisAnessayisusuallymadeupofthreeparts:abeginningwherethetopicisintroduced;thebodypartwherethetopiciselaboratedon,andaconclusion.Besidesstatingthetopicdirectly,therearemanyotherwaystointroduceatheme.Inthistext,ananecdoteoranincidentisused.TheauthorofTextA,Unit6,Book1(WhatAnimalsReallyThink)introduceshistopicbyposingaquestion:“Doanimalsallhavethoughts,whatwecallconsciousness?”TextB,Unit3,Book1(HowtoMakeSenseoutofScience)beginsbyquotingnewspaperheadlines:“NewDrugsKillCancerDevastationbyElNino—aWarning6:30p.m.October26,2028:CouldThisBetheDeadlinefortheApocalypse?”TextBofthisunit,ChildrenandMoney,beginswithanimaginedargumentbetweenachildandhisparentoverthecontrolofpocketmoney.Discoverotherformsofintroductionasyoureadon.However,themoreimportantpointisthatyoushouldlearntovaryyourownwritingbyadoptingvarioustypesoftopicintroduction.Withoutaconclusion,anessaylacksasenseofcompleteness.Aconclusionmaybearestatementofthemainpointspreviouslymentioned,aproposedsolution,aquotationfromsomebookorperson,apredictionoffuturedevelopments,asuggestionforfurtherstudy,etc.TextB,Unit3,Book1endsbygivingasimile,comparingscientificresearchtomountainclimbing,“aprocessfilledwithdisappointmentsandreverses,butsomehowwekeepmovingahead.”Inthistext,HowardGardnermakesasuggestionintheformofaquestion.Ⅲ.CulturalNotes1．EducationintheWest:ThereisnocommonagreementintheWestconcerningthebestmethodofeducation.Avarietyofviewscanbefoundamongparents,teachersandstudents.Indeed,itmightbearguedthatitisthisveryexistenceofcontendingpointsofviewthatischaracteristicofWesterneducation.ThiscanbeseenasfarbackasintheworkoftheancientGreekphilosopherSocrates,whoencouragedhisstudentstoquestioneverything,eventheirmostfundamentalbeliefs.Yeteventhentherewasnogeneralagreementthatthiswasthebestwaytoteach.Socrates,afterall,wascondemnedtodeathbyhisfellowcitizensforcorruptingthemoralsoftheyoungbyhiswayofteaching.ManylaterperiodsofWesternhistorywerenomoretolerantofencouragingstudentstochallengetraditionalbeliefs:Darwin’stheoryofevolution,forexample,wasforatimebannedfromschoolsinsomeAmericanstatesonthegroundsofreligiousbelief.Muchofthecurrentdebateovereducationsurroundstheextenttowhichlearningshouldbeteacher-basedorstudent-based.Whichofthetwoshoulddecidewhatshouldbelearned,howitshouldbelearned,andwhenitshouldbelearned?ComparingWesternandAsianmethodsoflearningitisgenerallytruethatWesternmethodsaremorestudent-centred,expectingstudentstodiscoverthingsforthemselvesratherthanrelyingontheirteacherstotellthem.Anextremeversionofthestudent-centredapproachcanbeseenatSummerhill,aschoolinEnglandestablishedbytheeducationalistA.S.Neill.Therechildrenhavecompletefreedomtodecidewhattheyaregoingtolearnandwhichlessonstheywillattend.Iftheywishtheyneednotattendanyatall.MainstreameducationinEnglandisfarmorestrict,demandingthatchildrenattendlessonsandfollowanationalcurriculum.Thiscurriculumandtheimportanceofachievinggoodexamresultstendtoreinforceamoreteacher-centredapproach,asbothteachersandstudentsfindthepressureoftimeleaveslessopportunityforanexploratoryapproachtolearning.Theextenttowhichlearningisteacher-centredorstudent-centredalsodependsondifferencesbetweensubjects.Inrecentyears,forexample,therehasbeenatrendintheteachingofmathematicsinschoolclassroomsinEnglandawayfromhavingpupilsworkontheirownorinsmallgroupsbacktowardsamoretraditionalapproach,withtheteacherguidingtheentireclassstep-by-stepthroughalesson.Thisfollowedresearchthatsuggestedthat,asfarasmathswasconcerned,amoreteacher-centredmethodwasmoreeffective.2．Standingontheshouldersofgiants:awell-knownphrase,frequentlyemployedbyinventorstoexpressmodestyabouttheirachievements.Thesuggestionisthatwhiletheyhavebeenabletoseefurtherthanthosewhocamebeforethem,itisnotbecausetheythemselvesareintellectualgiants.Ratheritisbecausetheyhavebeenabletobuildupontheaccumulateddiscoveriesoftheirgreatpredecessors.Ⅰ．SuggestedTeachingPlanUnit2 ValuesStudentswillbeableto:understandthemainidea(despitehiswealth,SamWaltonremainsdown-homeanddevotedtohisteam)andstructureofthetext;appreciatetheuseofindirectdescriptioninportrayingaperson;3．graspthekeylanguagepointsandgrammaticalstructuresinthetext;4．conductaseriesofreading,listening,speaking,andwritingactivitiesrelatedtothethemeoftheunit.1．TasksSsthefollowingquestionsontherecordedpassage:WhathappenedtoAbrahamLincolnoneday?(Workingasashopclerk,heoverchargedacustomer.Althoughthesumwasinsignificant,Lincolnwalkedalongdistancetoreturnthemoney.)Howisthestoryrelatedtothethemeoftheunit—values?(AbrahamLincolnregardedhonestyasanimportantvalue.)SsdoClozeBinafter-textexercisestolearnmoreaboutthevaluesofAmericanmillionaires.RichpeopleIknowBeforeclass,Ssareaskedtocollectstories,newsreports,pictures,books,orevenvideoclips(ifrelevantequipmentisavailableforshowingtheminclass)ofrichpeople.Inclass,Ssformgroupsofthreetofourtosharewhattheyhavecollected.Groupsdiscusswhatvaluestheserichpeopleholddear.Speakersforseveralgroupsreporttheirdiscussionresultstotheclass.（5）TremindsSstokeepthesevaluesinmindwhentheystudyTextA,andseewhetherSamWaltoncherishesthemornot.While-readingWhile-reading1．Textorganization（1）TasksSstoscanthetexttoseeifthereisanynaturaldividinglinesseparatingitintoparts.(Thetextcanbedividedintothreeparts.Betweeneachpart,thereisablankline.)（2）TdrawsSs’attentiontoTextOrganizationExercise1,guidesthemthroughthedirections,sothattheycangraspthemainfunctionofeachpart.Ssscanthetextagaintounderlineallthenamesmentionedandtellwhothesepersonsare.(Theyare: JamieBeaulieu,waiteratSamWalton’sbirthdaypartyJonnieBaker,nightmanageratthelocalWal-MartRichardHoback,MayorofBentonville,ArkansasGordonGarlington,pastorofthelocalchurchJohnMarshall,localbarberJimVonGremp,corporateaffairsdirectorFeroldF.Arend,retiredpresidentofWal-MartJimHendren,companylawyerSswillnoticethatthetexttransitsfromPartIItoPartIIIwhenthefirstcorporatejob—corporateaffairsdirector—ismentioned.2．TexplainslanguagepointsandgivesSspracticeFindingsynonymsorsynonymousphrasesfor“down-home”（1）TaskssomeSstoexplainthetitleofTextAintheirownwords.Ssworkalonetofindoutsynonymsorsynonymousphrasesfor“down-home”.SomeSsreporttheirfindingstotheclass.(Para5 carryonlikeplainfolksPara6 folksywaysPara7 friendly,cheerful,afineneighborwhodoeshisbesttoblendin,neverflashy,neverthrowinghisweightaroundPara11 notafrontperson)（4）TremindsSstovarytheirownwritingsbysynonymsorsynonymousphrases.Post-readingPost-reading1．Usingindirectdescriptioninportrayingaperson（1）SscompleteTextOrganizationExercise2andcompareanswerswitheachother.（2）TmakesSsthinkbyaskingSsthisquestion:HowdoestheauthorrevealthesecharactertraitsofSamWalton?DoeshecomeforwardtotellusdirectlywhatSamWaltonislike?（3）Tintroducesmethodsofindirectdescriptionandwritesthemdownontheblackboard:anecdotes,examples,quotes,comparisonandcontrast,etc.Ssworkinpairstofindoutexamplesofthesemethods.Somepairsreporttheirfindingstotheclass.（6）TurgesSstoadoptthesemethodswhendescribingaperson.2．TguidesSsthroughsomeafter-textexercises.3．TchecksonSs’homereading(TextB).4．SsdoPartIV:Theme-RelatedLanguageLearningTasks.(1period)5．TasksSstopreparethenextunit:dothepre-readingtask;previewTextA.Ⅱ.TextAnalysisTomakeacharacterportraitconvincing,anauthormustrefrainfromtellingreadersdirectlywhatthepersonislike.Instead,he/sheletsreadersdeduce.Ofallthemethodsofindirectdescription,theoneusedmostfrequentlyinTextAisquotation.TheauthorquotesnotonlySamWaltonhimself,e.g.“Thereasonforoursuccess...isourpeopleandthewaythey’retreatedandthewaytheyfeelabouttheircompany.Theybelievethingsaredifferenthere,buttheydeservethecredit”,butalsohistownsfolkandcolleagues.Thetextbeginswithananecdote:howwaiterJamieBeaulieuhadanticipatedalavishmansionattheWaltons,onlytofindanordinary-lookinghousehold.Thiskindofbeginningluresreaderstogoon.Thereareotheranecdotes,likehowSamWaltonforgothiswalletandinsistedonfetchingittopaythelocalbarber,andhowhelost4straightgamesafteraWal-Martemployeeaskedhimaquestionaboutpricing.SamWaltonisafolksyguy,ofwhichalotofexamplesaregiven.Examplesofhowgenerousanemployerheisarealsoplentiful.JamieBeaulieu’santicipationandtherealityhelaterfoundoutformacontrast.ItrevealsSamWalton’sdown-homecharacteristics.WhenretiredcompanypresidentFeroldF.ArendcomparedSamWaltonwithhispreviousemployer,weappreciatefurtherSamWalton’sgenerosity.Ⅲ.CulturalNotesRolls-Royce:anyofthelarge,expensive,comfortablecarsmadebytheBritishcompanyRolls-Royce.ManypeoplerecognizethembythesmallmetalstatueonthefrontofeveryRolls-Roycecar.Thecompanywasformedin1905-1906byCharlesRolls(1877-1910)andHenryRoyce(1863-1933)andalsoproducesaircraftengines.TheRolls-RoycecompanywasboughtbytheGermancompanyVolkswagenin1998．ThenameRolls-Royceisalsousedinformallytorefertothebestproductofaparticulartype.dimestore:astoreofferingawideassortmentofinexpensiveitems,formerlycostingfiveortencents,forpersonalandhouseholduse.Wal-Mart:anyofaverylargechainofshopsintheUSsellingawiderangeofgoodsatlowprices.ThefirstWal-MartDiscountCitywasopenedin1962bySamWalton.FordMotorCompany:alargeUScompanythatmakescars.ItwasestablishedinDetroitin1903byHenryFord,andthefirstModelTwassoldin1908．ThecompanyhasproducedtheLincolnsince1922andtheMercurysince1938.names:Apartfromtheirsurnameorlastname,mostBritishandAmericanchildrenaregiventwopersonalnamesbytheirparents,afirstnameandamiddlename.ThesenamesaresometimescalledChristiannamesorgivennames.Somepeoplehaveonlyonegivenname,afewhavethreeormore.Friendsandmembersofafamilywhoareofsimilarageusuallycalloneanotherbytheirfirstnames.Insomefamiliesyoungpeoplenowalsocalltheirauntsandunclesandeventheirparentsbytheirfirstnames.Outsidethefamily,theexpressionbeonfirstnametermssuggeststhatthepeopleconcernedhaveafriendly,informalrelationship.WhenwritingtheirnameAmericanscommonlygivetheirfirstname,theirmiddleinitialandtheirlastname,e.g.GeorgeM.Cohan.Bothgivennamesareusedinfullonlyonformaloccasions,e.g.whenpeoplegetmarried.Forbes:anAmericanbusinessmagazine.Itisnotedforitslistsoftherichestmenandwomeninbusiness.InitsNovember27,2000editionitpublishedonelistingthe50richestbusinessmenandwomeninChina,headedbyRongYirenofCITICwith1.9billiondollars,followedinsecondplacebyLiuYongxingoftheHopeGroupwith1billiondollars.TherichestbusinesswomanonthelistwasYangLanofSunTelevision,with63milliondollars.Unit3TheGenerationGapⅠ．SuggestedTeachingPlanObjectivesStudentswillbeableto:understandthemainidea(Fathermeddledinchildren’saffairswithgoodintentions,butonlytofindhiseffortsunwelcome)andstructure(threesettings,threescenes)ofthetext;appreciatethebasicelementsofaplay;graspthekeylanguagepointsandgrammaticalstructuresinthetext;conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.1．TasksSsthefollowingquestionsonthesongTheTimesTheyAreA-changin’:Whoshouldbesittingupandtakingnotice?Why?(parents,politicians,writersandcriticsshouldlistenup,becausethetimesarechangingsofastthatonecan’tbecontentwithone’soldwayoflife)Whatdoesthesingerthinkofhisparents’wayofdoingthings?(outdated)2．PairinterviewTdictatestoSsthefollowinglistofquestions:Whenareyourparents’birthdaysandtheirweddinganniversary?Doyourparentscelebrateyourbirthday?Howabouttheirownbirthdaycelebration?Inyourparents’eyes,whatareyouinterestedin?Inyoureyes,whatareyourparentsinterestedin?Inwhatareasdoyourparentswantyoutoimprove?Inwhatwaysdoyouwantyourparentstoimprove?Tellofaninstancewhenyourparentsandyoudisagreeoversomething.Ssformpairstointervieweachother.IfthereisanoddnumberofSsintheclass,onegroupmayconsistof3Ss.Theinterviewermustnotedowntheanswersfromtheinterviewee.SomeSsreportinterviewresultstoclass.3．TmayleadintoTextAbysaying:Aswefindfromourinterviews,parentsandchildrendonotoftenseeeyetoeye.Whenparentsinterferewiththeirchildren’saffairs,theybelievethattheyaredoingsointheinterestoftheirchildren.However,thechildrenmaynotbegrateful,asisthecaseintheplaywearegoingtostudy,FatherKnowsBetter.Whenyoureadon,Iwantyoutobearthisquestioninmind:despitetheircomplaints,theThompsonchildrenactuallylovetheirfatherverymuch.Doyouyourselfshowsimilarattitudestowardsyourownparents?While-readingWhile-reading1．AbriefintroductiontoplaysTwritesdownontheblackboardthemajorcomponentsofaplay:characters,settings,stagedirections,language,conflicts,climax,andtheme.Ssidentifythecharactersinthisplay.SsreadthedirectionsforTextOrganizationExercises1and2,thenscantheplaytodivideitintothreeparts.Tmaydropahint:justreadthestagedirectionsputinbrackets.Texplainsthefunctionsofstagedirections:tosetupstagepropertiesintheproperplace;toindicateachangeinsetting;todirectactors’movement,gesture,facialexpression,toneofvoice,etc.ThenTdrawsthefollowingillustrationontheblackboard:TinvitesoneStoreadaloudHeidi’sspeechtotheaudienceattheverybeginningoftheplay,thenaskanotherStore-createHeidi’swordsintoacompleteandgrammaticalparagraph.TheymayrefertoWritingStrategytoseethestylisticdifferencesbetweenspeechandwriting.Tdefinesconflictsastheessenceofaplay,aclashofactions,ideas,desiresorwills.Itmayhappeninthreeforms:managainstman,managainstenvironment,managainsthimself.Whenaconflictdevelopstothemostintensifiedpoint,itbecomesaclimax.TasksSstofindouttheform(s)ofconflictinthisplayastheylatergothroughthetext.Texplainsthat,unlikeanovelistorshort-storywriter,aplaywrightcannotcomeforward,interrupttheaction,andtelltheaudiencewhathe/shemeansbyacertainsceneorexplaintothemwhatisgoingoninthemindsofthecharacters.Theaudiencemustconcludebythemselveswhatthethemeoftheplayis.TtellsSsthattheywilldosoattheendofreadingthisplay.2．TexplainslanguagepointsinPartIandgivesSspractice3．SssumupthemainconflictinPartI.4．TexplainslanguagepointsinPartIIandgivesSspractice5．SssumupthemainconflictinPartII.6．TexplainslanguagepointsinPartIIIandgivesSspractice7．SssumupthemainconflictinPartIII.8．Sssumupthethemeoftheplay.Post-readingPost-readingSsformgroupsof3-4,re-readPartII.Basedonit,theywillcomeupwithabriefsummaryofthecharacteristicsofMother,Father,andthechildren.TmaygiveSsthefollowingmodel:“FathershowsgreatrespectforMother.Hepulledthechairforherbeforedinner,andobeyedhercommandslike‘dogoon’,‘dogetonwithit’,‘don’tkeepusinsuspense’.Besides,althoughFatherwaspleasedwithwhathehaddoneforDiane,hehadlearnedfromexperiencethathiseffortswerenotalwayswelcome.Thatwaswhyhecouldquicklyrealizehisblunder,asmadeclearbythesentence‘Ido?Yes,yes,IguessIdo.I’ve...doneitagain,haven’tI?’”WhenSsdiscusswithinthegroup,thefollowingquestionsmighthelp:HowdidMotheraddressFatherandherchildren?Howmanydo’sanddon‘fsdidsheuse?Whatdotheytellabouthercharacter?Onwhosesidewasshe,Father’sorthechildren’s?WhatdidHeidiandSeanstagewhispertoeachother?WhydidSeantellFatherthat“IdobelieveDianewouldliketoknowthesurprise?”HowdidDianefeelwhenshesaid“Thankyou,Sean.Ioweyouone”?WhatwereDiane’sreactionsduringthescene?(3)Severalgroupsreporttheirsummariestotheclass.2．TguidesSsthroughsomeafter-textexercises.3．TchecksonSs’homereading(TextB).4．SsdoPartIV:Theme-RelatedLanguageLearningTasks.(1period)5．TasksSstoprepareforthenextunit:(1)dothepre-readingtask;(2)previewTextA.Ⅱ.TextAnalysisAlthoughaplaywrightcan’tcomeforwardtospeakdirectlytoreaders,wemaystillformamentalpictureofwhateachcharacterislike.Let’stakePartIIforexample.Fromthewaytheyspeak,theirtoneofvoice,theirfacialexpressionsandtheiractions,wefindFather,MotherandthethreeThompsonchildrenlife-like.SinceabriefdiscussionofFather’scharacteristicsisgivenasamodelintheSuggestedTeachingPlan,herewewillfocusonMotherandthechildren.Aswenotice,inherspeechMotherusesquiteanumberofdo’sanddon‘ts,please’s,dear’s,andsweetheart’s.SheistherealheadoftheThompsonhousehold,givingoutcommandstoherchildrenaswellasherhusband.Moreover,mosttimesherordersarerespected.Ontheotherhand,knowingherchildren’sattitudetowardsFather’smeddling,shetriestomaintainthepeace,asintheinstanceswhenshemaintainsFather’sdignitybytellingthechildren“Don’tinterrupt”,“Don’tdistractyourfather”,and“giveyourfathertherespecthedeserves”,orwhenshetriestodiverttheconversationbytalkingaboutherdessert.TheThompsonchildrenrespectMother,asshownbytheirfrequent“Yes,Mother”and“Sorry,Mom”.Ontheotherhand,theyareusedtoFather’smeddlingwiththeiraffairs.WhenSeanandHeidifindoutthatthistimethebadluckhasbefallenDiane,theycanaffordtostandbackandpokeafewbemusedcomments.Diane’sfeelingsareentirelydifferent,though.SheisputonguardwhenFathertellsher“Ihaveasurpriseforyou.”ThensheisembarrassedasFathermentionsherfeelingstowardyoungKyle.LaterasFathergoesondelayingtellingthetruth,shebecomeshysterical.Finally,whenshelearnsthetruth,sheloseshertemper.Isn’titawonderthatwordscantellsomuchaboutpeople?Ⅲ.CulturalNotes7Familylife:Somefamiliesareverychild-centered.Theclosestfamilieseatmealsatthesametimeandspendtheirfreetimetogether.Somefamilies,however,onlyseeeachotherforashorttimeintheevening,andthoughthechildrenarestillconsideredimportant,theyhavetofitinwiththelivesoftheirparents.Theaveragedayformanyfamiliesbeginswithgettingthechildrenupandreadyforschool.Thereisusuallyarushforeveryonetousethebathroom,findcleanclothes,eatbreakfast,andcatchthebus.Inthemeantimetheparentshavetogetreadyforworkthemselves.Earlymorningsareascrambleformanyfamilies.Theschooldayusuallyendsatabout3p.m.intheUSand4p.m.inBritain,andtheworkingdayat5p.m.orlater,somanyparentshavetomakearrangementsfortheirchildrenafterschool.Theymaygotoanafter-schoolcenterorstaywithaneighbour’schildren.Ol