现代大学英语新版精读第3册教案Word文件下载.docx
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现代大学英语新版精读第3册教案Word文件下载.docx
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4.Paraphrasesofdifficultsentences
Difficultpoint:
1.waysofexpressingtheobject
2.Writingdevices:
antithesis
PartIWarm-up
I.Warm-upQuestions
1.Asasophomore,whatisyourgeneralimpressionofcollege?
Ø
manyopportunitiesforonetoexploretheunknown
experiencingalot/makinglifelongfriends/enjoyingvariouskindsofactivities
developingone’spersonalinterests/meetingoutstandingscholars
keepingagoodbalanceandlayingasolidfoundation/thegoldentimeinone’slife
2.Haveyouexperiencedanythingdifferentfromyourmiddleschoollife?
beingfarawayfromhome/livingwithothers/becomingindependent
takingcareofoneself/handlingone’sownfinance
makingone’sowndecisions/changesareoccurring
3.What’syourpurposeofreceivingacollegeeducation?
togetandkeepagoodjob/toearnmoremoney/togetagoodstartinlife
tofullydeveloponeself/tocontributemoretothesociety
asoundinvestmentthatiswortheverypenny.
4.Haveyouhadanypsychologicalproblemseversinceyouenteredcollege?
Loneliness/confusion/frustration/jealousy/asenseofinferiority
feelingpressure/psychologicalproblemsaboundoncampus
andmaturity.
PartIIBackgroundInformation
I.Author
BobHartmanwasborninPittsburgh,theUnitedStates,andmovedtoEnglandinthesummerof2000.Hehasbeenworkingasastorytellerforchildrenformorethanadecadeandisapart-timepastor.
II.ErikH.Erickson
ErikH.Erikson(1902—1994),wasaGerman-bornAmericanpsychoanalystwhosewritingsonsocialpsychology,individualidentity,andtheinteractionsofpsychologywithhistory,politics,andcultureinfluencedprofessionalapproachestopsychosocialproblemsandattractedmuchpopularinterest.HewasmostfamousforhisworkonrefiningandexpandingFreud’stheoryofdevelopmentalstages.MainbooksbyErikH.Erickson:
III.Erickson’sDevelopmentalStages
BasicTheory:
PartIIITextAppreciation
I.Textanalysis
1.Theme
Collegeisdesignedtobeatimeofchangesforstudents.Threateningthechangesmaybe,theycontributetoyoungadults’growthandmaturity.Collegestudentsareexperiencingalot.Notonlyaretheybeingintroducedtonewpeopleandnewknowledge,buttheyarealsoacquiringnewwaysofassemblingandprocessinginformation.Theyarealsoproudlygrowingintheirunderstandingofthemselves,othersandtheworld.
2.Structure
Part1(para.1):
Manykeychangeshappentocollegestudentsduringtheircollegeyears.
Part2(paras.2-9):
Thekeychangesinvolvethefollowing:
identitycrisis,theindependence/dependencestruggle,establishmentofsexualidentity,affectiongivingandreceiving,internalizationofreligiousfaith,valuesandmorals,developmentofnewwaystoorganizeanduseknowledge,anewunderstandingoftheworldandhimself/herself.
Part3(para.10):
Conclusion.
Question1:
Howdocollegestudentsgothroughanidentitycrisisatcollege?
Whatfactorsmayinfluenceidentity?
Studentsendeavortofindoutwhotheyareandwhattheirstrengthsandweaknessesare.
Identitymaybeinfluencedbygenes,environmentandopportunities.
Question2:
Infact,itmaybeheightenedbytheirchoicetopursueacollegeeducation.
Whatdoes“it”refertohere?
Forreference:
“it”referstotheindependence/dependencestruggle.Forthosewhochoosetoentertheworkworld,theymaybecomefinanciallyindependentfromtheirparents,whileforothersenteringintocollege,thestruggleseemsstrongerfortheystillneedtheirparents’support,sayformoney.
Question3:
AccordingtoJefferyA.Hoffman’sobservation,therearefourdistinctaspectstopsychologicalseparationfromone’sparents.Whatarethey?
Howdoyouunderstandthem?
1.Functionalindependence.
2.Attitudinalindependence.
3.Emotionalindependence.
4.Freedomfrom“excessiveguilt,anxiety,mistrust,responsibility,inhibition,resentment,andangerinrelationtothemotherandfather.”
Question4:
Whatmaybeoneofthemoststressfulmatterscollegestudentsexperienceaccordingtotheauthor?
Howdoyouunderstandit?
Establishingtheirsexualidentity.Itincludesrelatingtotheoppositesexandprojectingtheirfuturerolesasmenorwomen.
Question5:
Iwasrelatingtomyfatherinadifferentway.Whatarethedifferencesbetweentheways“I”relatedto“my”fatherinthepastandatpresent?
Whattypeofchangedoestheexamplereflect?
Inthepast“I”wasencouragedby“my”father;
now“I”wasencouraginghim.
Theexamplereflectsthechangethatcollegestudentsarelearninghowtogiveandreceiveaffectionintheadultworld.
Question6:
Thesereligious,moral,andethicalvaluesthataresetduringthecollegeyearsoftenlastalifetime.Whatmakesitpossibleforthesevaluestolastalifetime?
Duringcollegeyears,theyoungadultshavetheopportunitytodecideforthemselveswhatbeliefs,values,andmoralstheyaregoingtoaccept.Thesevaluesareinclinedtobeinternalized.
Question7:
Whatarethesignificanceaboutthecollegeacademiclifeaccordingtoparagraph8?
Collegeacademiclifeisachallenge.Allstudentsshouldbeawareofhowtheyreacttonewknowledgeandnewwaysoflearning,howtheyprocesstheknowledgepresentedtothem,andhowtheyorganizethisknowledge.
Question8:
Howdocollegestudentsbecomeworldcitizens?
Atcollege,theyoungadultshavegoodchancestomeetpeoplefromdifferentcultures.Byinteractingwiththem,theyareintroducedtonewwaysoflife.Theybegintounderstandlifeindifferentways.Bydoingthese,theyexperienceanewunderstandingoftheworldandthemselves.
II.Writingdevices1.Antithesis.对偶
Theseareexcitingtimesyetfrustratingtimes.(5)
Theauthorusesantithesistogiveafocustohowcollegestudentsarestressfulinestablishingtheirsexualidentity.Moreexamples:
•Probablynothingcanmakestudentsfeellowerorhigheremotionallythanthewaytheyarerelatingtowhomevertheyarehavingaromanticrelationshipwith.
•…hebouncedintomyofficeoncewithasmileonhisfaceandexcitementinhisvoice.…Thesameyoungmancameintomyofficelessthanaweeklater,dragginghisfeetwithadismayed,dejectedlookonhisface.…sigheddeeply…
III.Sentenceparaphrase
1.Hasiteverdawnedonyouthatcertaindevelopmentalchangeswilloccurinyourlifeasyoumovefromadolescencetoyoungadulthood?
(1)
“it”astheanticipatory,psychologicaltermwhichreferstothephysiologicalandbehavioralchangesthroughoutthelifespan
2.Duringthistime,studentsaregoingthroughanidentitycrisisandareendeavoringtofindoutwhotheyareandwhattheirstrengthsandweaknessesare.
(2)
“identitycrisis”referstothedifficulties,confusionsandanxietiesthatyougothroughduringadolescencewhenyouarenotsurewhoyoureallyareandwhatyourpurposeinlifeis.“goingthrough”experiencing;
undergoing;
suffering
3.…identityisdeterminedbygeneticendowment(whatisinheritedfromparents),shapedbyenvironment,andinfluencedbychance(accidental)events.
(2)
Whoweareisdeterminedbythreethings:
first,ourgenes,orwhatourparentshavegivenus,ourlegacy;
second,environment,andthird,luckoropportunities.
4.Itmaybeheightenedbytheirchoicetopurseacollegeeducation.(3)
It:
independence/dependencestruggle;
heightened:
becomestrongerorintensified
Iftheychoosetocontinuetheireducation,theywillfaceanevenmoreseriousstrugglebetweenthedesiretobeindependentandtheneedtodependonthefinancialsupportoftheirparents.
5.First,thereisfunctionalindependence,whichinvolvesthecapabilityofindividualstotakecareofpracticalandpersonalaffairs,suchashandlingfinances,choosingtheirownwardrobes,anddeterminingtheirdailyagenda.(4)
functionalindependence:
independenceinhandlingeverydaylifesituations;
theabilitytosolvepracticalproblems;
determiningwhattheyaregoingtodoeveryday.
6.Hoffmandefinesthisprocessas“freedomfromanexcessiveneedforapproval,closeness,togetherness,andemotionalsupportinrelationtothemotherandfather.”(4)
freedomfrom:
nolongerhavingsomethingyoudonotwant;
7.DuringthecourseIhadcometorealizethatwhilemyworldwasexpandingandnewoptionswereopeningforme,myfather,whowasinhissixties,wasseeinghisworldshrinkandhisoptionsnarrow.(6)
wasbeginningtorealizethathisworldwasgettingsmallerandhischoicesfewer.
8Inthelatesixties,ayoungwomanfromabackgroundthatwasextremelyprejudicedagainstpeoplefromotherracescametocollegeconvincedthatherracewassuperior.(7)
9.Icannolongerreadthenewspaperorwatchatelevisionnewscastwithoutseeingthepeoplefromothercountriesinadifferentlight(way).(9)
WheneverIreadthenewspaperorwatchatelevisionnewscast,IwillseethepeoplefromothercountriesinadifferentwayfromwhatIusedtosee.
10.Notonlyaretheybeingintroducedtonewpeopleandnewknowledge,buttheyarealsoacquiringnewwaysofassemblingandprocessinginformation.(10)
Theyaregettingtoknowalotofnewpeopleandlearningnewknowledge.Theyarealsofindingorlearningnewwaysofarranging,organizing,analyzingorunderstandinginformation.
I.PhrasesandExpressions
1.beequalto
2
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