Unit 1 Your college years教案综英一Word格式文档下载.docx
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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
1.1Warm-upQuestions
1.2MythsandFactsRegardingCollegeExperience
1.3OnSeasonsinCollege
PartTwoBackgroundInformation
2.1Author
2.2ErikH.Erickson
PartThreeTextAppreciation
3.1TextAnalysis
3.1.1Themeofthetext
3.1.2Structureofthetext
3.2WritingDevices
3.2.1Antithesis
3.2.2Developingparagraphsbyexamples
3.2.3Otherwaysofdevelopingparagraphs?
3.3SentenceParaphrase
PartFourLanguageStudy
4.1PhrasesandExpressions
4.1.1Wordlist:
4.1.2Phrasesandexpressionslist:
4.1.3WordBuilding
4.2Grammar
4.2.1Object
PartFiveExtension
5.1Groupdiscussion
5.2Debating
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。
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)。
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》。
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)。
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。
外语教学与研究出版社,1998。
十一、课后小结
Unit1YourCollegeYears
1.Asasophomore,whatisyourgeneralimpressionofcollege?
2.Haveyouexperiencedanythingdifferentfromyourmiddleschoollife?
3.What’syourpurposeofreceivingacollegeeducation?
4.Haveyouhadanypsychologicalproblemseversinceyouenteredcollege?
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.Canyouthinkofanyothermyths?
Haveadiscussionwithyourclassmatesabouttheirtruths.
Therearefourseasonsinayear,whichmakethedaysdistinctiveandexiting.Metaphorically,therearefourseasonsinone’scollegeyearsrepresentingdifferentaspectsofcollegelife,whichmakethedaysrewardingandunforgettable.
Doyouagree?
Ifso,whatdoyouthinkthefourseasonsrepresent?
Shareyouropinions,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.
BobHartmanwasborninPittsburgh,theUnitedStates,andmovedtoEnglandinthesummerof2000.Hehasbeenworkingasastorytellerforchildrenformorethanadecadeandisapart-timepastor.
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.
Collegeisdesignedtobeatimeofchangesforstudents.Threateningthechangesmaybe,theycontributetoyoungadults’growthandmaturity.Collegestudentsareexperiencingalot.Notonlyaretheybeingintroducedtonewpeopleandnewknowledge,buttheyarealsoacquiringnewwaysofassemblingandprocessinginformation.Theyarealsoproudlygrowingintheirunderstandingofthemselves,othersandtheworld.
Part1(para.1):
Manykeychangeshappentocollegestudentsduringtheircollegeyears.
Part2(paras.2-9):
Thekeychangesinvolvethefollowing:
identitycrisis,theindependence/
dependencestruggle,establishmentofsexualidentity,affectiongivingandreceiving,inter-
nalizationofreligiousfaith,valuesandmorals,developmentofnewwaystoorganizeanduseknowledge,anewunderstandingoftheworldandhimself/herself
Part3(para.10):
Conclusion.
Relevantquestions:
1.Question:
Howdocollegestudentsgothroughanidentitycrisisatcollege?
Whatfactorsmayinfluenceidentity?
MentionedinPara.2
Studentsendeavortofindoutwhotheyareandwhattheirstrengthsandweaknessesare.Theywanttoknowhowotherpeopleperceivethemselvesaswell.
Identitymaybeinfluencedbygenes,environmentandopportunities.
2.Infact,itmaybeheightenedbytheirchoicetopursuea