Your College Years教案及讲义.docx
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Your College Years教案及讲义.docx
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YourCollegeYears教案及讲义
LessonOneYourCollegeYears
1.授课时间:
第2周2次课;第3周2次课
2.授课类型:
课文分析6课时;习题讲解2课时
3.授课题目:
YourCollegeYears
4.教学目的、要求:
通过讲授课文使大学生了解如何学习和做人,学会用英语解释句子以达到学以致用的目的。
要求学生主动地预习课文,课前准备练习,学会分析文章体裁和进行段落划分。
5.教学重点及难点:
1)背景知识的传授:
DevelopmentalChanges;
2)文章的体裁分析及段落划分;
3)语言点的理解:
Wordstudy:
observe;handle;apply;occur;involve
GrammarFocus:
Thewaysb.didsth.;Waysofexpressingtheobject;Determiners
6.教学基本内容纲要,教学方法、手段,实施步骤:
A内容纲要:
1)词缀en-;-ology;-al
2)背景知识及作者的介绍
3)文章结构和段落划分
4)课文讲解
B教学方法和手段:
学生练习,师生讨论。
课堂讲解为主,与学生讨论为辅。
C实施步骤:
1)口语练习
2)背景知识及作者的介绍
3)文章结构和段落划分
4)课文语言点的讲解
5)习题的讨论
7.作业、讨论题、思考题:
完成课后练习;
多看英语报刊杂志及英语经典小说,扩大阅读量;
精听与泛听相结合,逐步提高自己的听力水平;
积极参加英语角等有助于提高英语口语的活动;
坚持用英语写日记;
做一些专四相关练习;
8.参考资料(含参考书、文献等):
1)杨立民主编,《现代大学英语精读》(3)教学用书。
北京:
外语教学与研究出版社,2002。
2)梅仁毅主编,《现代大学英语精读》(3)教师用书。
北京:
外语教学与研究出版社,2002。
3)李观仪主编,《新编英语教程》(第三、四册)。
上海:
上海外语教学研究出版,1999。
4)黄源深,虞苏美等主编,《综合英语教程》(1-4册)。
北京:
高等教育出版社,1998。
5)《高等学校英语专业英语教学大纲》,北京:
外语教学研究出版社,2000。
6)JudyPearsall主编,《新牛津英语词典》。
上海:
上海外语教育出版社,1998。
7)丁往道、吴冰等编著,《英语写作手册》。
北京:
外语教学与研究出版社。
8)张道真,《现代英语用法词典》(重排本)。
北京:
外语教学与研究出版社,1994。
9)张道真,温志达,《英语语法大全》上、下卷。
北京:
外语教学与研究出版社,1998。
9.课后小结
LessonOneYourCollegeYears
PartOneWarm–up
Warm-upQuestions
1.Asasophomore,whatisyourgeneralimpressionofcollege
2.Haveyouexperiencedanythingdifferentfromyourmiddleschoollife
3.What’syourpurposeofreceivingacollegeeducation
youhadanypsychologicalproblemseversinceyouenteredcollege
MythsandFactsRegardingCollegeExperience
Collegeyearsaretimesofsignificanttransitionandchallengeforanindividual.Transitionsimplymeanschange.Higherlevelsofanxietyarealwaysexperiencedbypeoplewhoareinastateoftransitionregardlessofwhetherthechangeisperceivedasgoodorbad.Thefollowingaresomeofthemythsvs.thefactsregardingcollegeexperience.
Myth1:
Collegeyearsarethebestyearsofone’slife.
Fact1:
Whilecollegeyearsarememorableandenjoyable,theycanalsobeamongthemoststressfulandanxioustimes.Oneisfacedwithconstantevaluationfromhisprofessors.Personalandparentalexpectationsarealwaysonhismind.Financialstressisoftenawayoflife.Careerdecisions,variousrelationshipsandthemovetowardindependencearealsocommonissues.Makingthesethebestyearsofone’slifeinvolvesdevelopinganapproachthatisproactiveandincludesasupportnetwork.
Myth2:
Studentsexperiencingstressoranxietyareunpreparedtohandletherigorsofcollege.
Fact2:
Collegeanduniversityenvironmentsaredesignedtobechallengingacademically,personallyandsocially.Stressandanxiety,amongotheremotions,arenaturalby-productsoftheacceleratedpaceoflearningandgrowth.Itisnotamatterofwhetherornotweexperiencetheseunpleasantfeelingsbutrather,amatterofhowwemanagetheseemotions.
Myth3:
Agoodstudentdoesnotneedassistanceduringhis/hercollegeexperience.
Fact3:
Manystudentscometocollegewiththebeliefthattoaskforhelpisasuresignofinadequacy.Infact,nothingcouldbefartherfromthetruth.Yourcollegeoruniversityhasanabundanceofresourcesavailabletoyou,forwhichyouarepayingthroughtuitionorfees.Sobecomefamiliarwithandmakeuseofthecampusresources,especiallywhenyouneedassistance.
Myth4:
Iamtheonlyonethatdoesn'thaveitall.
Fact4:
Asyouwalkoncampusandobserveotherstudents,itappearsthateveryoneelseissosureofhimself.Everyoneelsehasfriends.Everyoneelsehasdirection.Everyoneelseisconfident.Everyoneelseiswithouttroublesorhassles.Thismisperceptioniscommonamongcollegestudents.Ithasitsrootsinoneofourmorepowerfulsocialnorms.Weallweara“publicmask”toprotectacertainsocialimage.This“publicmask”communicatesasenseofself-assurednesstothosewithwhomwecomeincontact.Itoftenbeliestheinnerturmoilthatweallexperiencefromtimetotime.
Theabovearejustsomeofthemythsversusfactsconcerningcollegeexperiences.CanyouthinkofanyothermythsHaveadiscussionwithyourclassmatesabouttheirtruths.
OnSeasonsinCollege
Therearefourseasonsinayear,whichmakethedaysdistinctiveandexiting.Metaphorically,therearefourseasonsinone’scollegeyearsrepresentingdifferentaspectsofcollegelife,whichmakethedaysrewardingandunforgettable.
DoyouagreeIfso,whatdoyouthinkthefourseasonsrepresentShareyouropinions,please.
Springistheseasonfornaturetorevive,togrowandtogetreadytoboom.Similarly,incollege,springistheseasonforyoutoacquireknowledge,todevelopyourselfandtolayasolidfoundationforthefuture.It’stheseasonofgrowth.
Summeristheseasonforflowerstobloom,andit’stheseasonforyoutoenjoythegreatestpassioninnature—love,lovefromyourclassmates,fromyourteachersandfromyourromance.Itistheseasonofaffection
Autumnisaseasonofharvestincollege.It’stheseasonforyoutoenjoywhatyouhaveachieved.
Winteristheharshestseasonofthefour,whichpresentssomanydifficultiesandhardships.Likewise,noteverydayincollegeisfullofjoy.Youhavetomeetnewfaces,getadjusted,makedecisionsforyourself,befinanciallyandpsychologicallydependent,etc.Sowinteristheseasonofchange.Unpleasantasitmayseemtosomestudents,itissimplyinescapableandbeneficialtoone’sgrowthandmaturity.
PartTwoBackgroundInformation
Author
BobHartmanwasborninPittsburgh,theUnitedStates,andmovedtoEnglandinthesummerof2000.Hehasbeenworkingasastorytellerforchildrenformorethanadecadeandisapart-timepastor.
ErikH.Erickson
ErikH.Erikson(1902—1994),wasaGerman-bornAmericanpsychoanalystwhosewritingsonsocialpsychology,individualidentity,andtheinteractionsofpsychologywithhistory,politics,andcultureinfluencedprofessionalapproachestopsychosocialproblemsandattractedmuchpopularinterest.HewasmostfamousforhisworkonrefiningandexpandingFreud’stheoryofdevelopmentalstages.
Erickson’sDevelopmentalStages
BasicTheory:
Babiesarebornwithsomebasiccapabilitiesanddistincttemperaments.Buttheygothroughdramaticchangesonthewaytoadulthoodandoldage.AccordingtopsychologistErikH.Erikson,eachindividualpassesthrougheightdevelopmentalstages.
Eachdevelopmentalstageischaracterizedbyadifferentpsychological"crisis",whichmustberesolvedbytheindividualbeforetheindividualcanmoveontothenextstage.Ifthepersoncopeswithaparticularcrisisinamaladaptivemanner,theoutcomewillbemorestruggleswiththatissuelaterinlife.ToErikson,thesequenceofthestagesaresetbynature.Itiswithinthesetlimitsthatnurtureworksitsways.
Stage1
Infant:
TrustvsMistrust
Needsmaximumcomfortwithminimaluncertainty
totrusthimself/herself,others,andtheenvironment.
Stage2
Toddler:
AutonomyvsShameandDoubt
Workstomasterphysicalenvironmentwhilemaintaining
self-esteem.
Stage3
Preschooler:
InitiativevsGuilt
Beginstoinitiate,notimitate,activities;develops
conscienceandsexualidentity.
Stage4
School-ageChild:
IndustryvsInferiority
Triestodevelopasenseofself-worthbyrefining
skills.
Stage5
Adolescent:
IdentityvsRoleConfusion
Triesintegratingmanyroles(child,sibling,student,
athlete,worker)intoaself-imageunderrolemodel
andpeerpressure.
Stage6
YoungAdult:
IntimacyvsIsolation
Learnstomakepersonalcommitmenttoanotherasspouse,parentorpartner
Stage7
Middle-AgeAdult:
GenerativityvsStagnation
Seekssatisfactionthroughproductivityincareer,family,andcivicinterests.
Stage8
OlderAdult:
IntegrityvsDespair
Reviewslifeaccomplishments,dealswithlossandpreparesfordeath.
PartThreeTextAppreciation
TextAnalysis
3.1.1Themeofthetext
Collegeisdesignedtobeatimeofchangesforstudents.Threateningthechangesmaybe,theycontributetoyoungadults’growthandmaturity.Collegestudentsareexperiencingalot.Notonlyaretheybeingintroducedtonewpeopleandnewknowledge,buttheyarealsoacquiringnewwaysofassemblingandprocessinginformation.Theyarealsoproudlygrowingintheirunderstandingofthemselves,othersandtheworld.
3.1.2Structureofthetext
Part1(para.1):
Manykeychangeshappentocollegestudentsduringtheircollegeyears.
Part2:
Thekeychangesinvolvethefollowing:
identitycrisis,theindependence/
dependencestruggle,establishmentofsexualidentity,affectiongivingandreceiving,inter-
nalizationofreligiousfaith,valuesandmorals,developmentofnewwaystoorganizeanduseknowledge,anewunderstandingoftheworldandhimself/herself
Part3):
Conclusion.
Relevantquestions:
1.Question:
HowdocollegestudentsgothroughanidentitycrisisatcollegeWhatfactorsmayinfluenceidentityMentionedinPara.2
Studentsendeavortofindoutwhotheyareandwhattheirstrengthsandweaknessesare.Theywanttoknowhowotherpeopleperceivethemselvesaswell.
Identitymaybeinfluencedbygenes,environmentandopportunities.
2.Infact,itmaybeheightenedbytheirchoicetopursueacollegeeducation.
Question:
Whatdoes“it”refertohere
Forreference:
“it”referstotheindependence/dependencestruggle.Intothelateradolescencestage,youngadultstendtobecomelessdependenton,evenindependentfromtheirparents.Forthosewhochoosetoentertheworkworld,theymaybecomefinanciallyindependentfromtheirparents,whileforothersenteringintocollege,thestruggleseemsstrongerfortheystillneedtheirparents’support,sayformoney.
3.Question:
AccordingtoJefferyA.Hoffman’sobservation,therearefourdistinctaspectstopsycholo
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