Unit 1 Your college years教案.docx
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Unit 1 Your college years教案.docx
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Unit1Yourcollegeyears教案
Unit1
一、授课时间:
第1、2周
二.授课类型:
理论课9课时;实践课3课时
三.授课题目:
YourCollegeYears
四.授课时数:
12
五.教学目的和要求:
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,课前预习,学会分析文章体裁和进行段落划分。
六.教学重点和难点:
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
七.教学基本内容和纲要
PartOneWarm–up
Warm-upQuestions
MythsandFactsRegardingCollegeExperience
OnSeasonsinCollege
PartTwoBackgroundInformation
Author
ErikH.Erickson
PartThreeTextAppreciation
TextAnalysis
3.1.1Themeofthetext
3.1.2Structureofthetext
WritingDevices
3.2.1Antithesis
3.2.2Developingparagraphsbyexamples
3.2.3Otherwaysofdevelopingparagraphs
SentenceParaphrase
PartFourLanguageStudy
PhrasesandExpressions
4.1.1Wordlist:
4.1.2Phrasesandexpressionslist:
4.1.3WordBuilding
Grammar
4.2.1Object
PartFiveExtension
Groupdiscussion
Debating
八、教学方法和措施
本单元将运用黑板、粉笔、多媒体网络辅助教学设备等教学手段,主要采用以学生为主体、教师为主导的任务型、合作型等教学模式,具体运用教师讲授法、师生讨论、生生讨论等方法进行教学。
九.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;
十.参考资料:
1)杨立民主编,《现代大学英语精读》(3)第二版,学生用书。
北京:
外语教学与研究出版社,2012。
2)杨立民主编,《现代大学英语精读》(3)第二版,教师用书。
北京:
外语教学与研究出版社,2012。
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、吴冰等编着,《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。
十一、课后小结
Unit1YourCollegeYears
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”re
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