Unit 1 Your college years教案.docx

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