第5/6课时
教学内容 | 教学步骤 | 时间分配 |
Student Presentation | 1) Each group has 15 minutes to present their online research with PowerPoint. 2) Other students are required to comment or ask questions about the presentation. 3) Teacher gives feedback for each presentation. | 60 min |
Around the World |
1) Teacher presents a movie clip about Hemingway to introduce the concept of “Lost Generation”. 2) Direct students to read the passage about the naming of each generation. 3) Ask students to summarize the characteristics of each generation. 4) Teacher further introduces literary works about different generations mentioned in the passage. 5) Ask the students to discuss in groups or pairs about the situation in China: Do we also have different naming for different generations or eras. | 15 min |
My Progress Check | Direct the students to complete the exercises in the textbook. Listening Comprehension Keys: 1. Lynn has registered for a distance-learning course. 2. The answers are open-ended. Vocabulary and Structure Keys: 1 1. doubtful; 2. noisy; 3. occasionally; 4. silence; 5. preference; 6. complaint 2 1. are addicted to; 2. check out; 3. interact with; 4. was occupied with; 5. strike up; 6. get access to Translation Keys: 1. She came to check if he was still sleeping now and then. 2. Due to illness, she was off work. 3. I called the office to update the latest progress to them. 4. After she was gone, he buried himself in work. Translation Keys: 1、 根据一项新调查,许多青少年和家人吃饭时使用手机。 2、 Ask the students to write down their understanding and submit it next time. | 10 min |
Review and feedback | 1) Summarize the main concept of this unit—the influence of e-world. 2) Summarize the main language points studied in this unit; 3) Check students’ writing and give them feedback. | 5 Min |
Supplementary materials
1. Background information
The Beat Generation
In American in the 1950s, a new cultural and literary movement staked its claim on the nation’s consciousness. The Beat Generation was never a large movement in terms of sheer numbers, but in influence and cultural status they were more visible than any other competing aesthetic. The years immediately after the Second World War saw a wholesale reappraisal of the conventional structures of society. Just as the postwar economic boom was taking hold, students in universities were beginning to question the rampant materialism of their society. The Beat Generation was a product of this questioning. They saw runaway capitalism as destructive to the human spirit and antithetical to social equality. In addition to their dissatisfaction with consumer culture, the Beats railed against the stifling prudery of their parents’ generation. The taboos against frank discussions of sexuality were seen as unhealthy and possibly damaging to the psyche. In the world of literature and art, the Beats stood in opposition to the clean, almost antiseptic formalism of the early twentieth century Modernists. They fashioned a literature that was more bold, straightforward, and expressive than anything that had come before. Underground music styles like jazz were especially evocative for Beat writers, while threatening and sinister to the establishment. To many, the artistic productions of the Beats crossed the line into pornography and therefore merited censorship. Some dismissed the Beat Generation’s literature as mere provocation – a means to get attention, not serious art. Time has proven that the cultural impact of the Beat writers was far from short-lived, as the influence of their work continues to be widespread.
2. Useful expressions
1) But they do not seem to agree on a name for the millions of people today—young people, especially—who are flooding the Internet with their own stories, music, films and art.
2) The New York Times recently published an article lamenting the “death of conversation”.
3. Useful links
Generation C:
https://www.thebalance.com/who-is-generation-c-and-what-are-they-all-about-2071937
Generation X: https://en.wikipedia.org/wiki/Generation_X
Me Generation: https://en.wikipedia.org/wiki/Me_generation